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Literacy Toolbox

Third grade students will be learning how to use Think Alouds as a tool for their literacy metacognition

Amanda Webb

on 28 April 2010

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Transcript of Literacy Toolbox

Rationale Scope and Sequence Text Essential Questions and Objectives Plan Curriculum Compacting/Anchor Activity Assessment Question and Answer 3 grade Suburban Low Socioeconomic Status 8 Students 3 African American Students
1 considered At-risk 2 Hispanic Students
1 ELL 3 Caucasian Students
1 considered At-risk Purpose ELA Standard 1
Social Studies Standard 1 Future Benefits
Students can use think-alouds for metacognition. Reasons for Differentiated Instruction
Students show interest in Native American history.
Students shut down when they do not understand texts.
Students are comprehending texts at the independent level.
Students' independant levels currently range between grade levels k-2.
Past Struggles
Students showed problems with comprehension
on the past year's district given ELA assessment. Teacher Read Text
is at students' frustration level
fits NYS standards for 3rd. grade Student Read Texts
are at students' independent reading level
from the classroom book collection
narrative texts for ease with think-aloud strategy
"high interest - low level" "How can using the think-aloud strategy
help me become a better reader?" Students will be able to identify parts of a think-aloud
Students will be learning a new strategy through scaffolding
- Teacher will explain and model think-aloud strategy
- Students will try strategy with a partner Pre
To help students understand the think-aloud strategy is a literacy tool, the teacher will a toolbox as a metaphor to prompt students' thinking During
Teacher will model think-aloud
Students will practice think-aloud After
Teacher will ask students' essential question as opening for class discussion
Students will fill out a "ticket out the door" If students finish early, the teacher will have
them color and draw a picture on a toolbox ditto
to remind them the think-aloud is a strategy/tool Teacher listens to students' think-alouds
and answers questions while circulating the groups Students elaborate on think-alouds during closing activity Students answer essential question in large group Teacher reads students' "tickets out the door" ? ? ? ? ? ? ? ? ? References Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: ASCD. Collins-Block, C. (2003). Literacy difficulties: diagnosis and instruction for reading specialists and classroom teachers. Boston: Allyn & Bacon. DeVries, B. A. (2008). Literacy
assessment and intervention for
k-6 classrooms. (2nd ed.). Scottsdale,
AZ: Holcomb Hathaway Publishers. Literacy toolbox
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