Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading…
Transcript

As I am thinking aloud, listen for when I am...

Break Up into Partners!

Response and Wrap-Up

What does a good reader do as they are reading?

So what does this look like in practice?

After learning how to use this strategy, how has your thinking about what a "good reader" does changed?

  • Predicting--- ("I think that..." "I wonder if...")
  • Questioning--- ("What is happening when...")
  • Connecting--- ("I know...which reminds me of...")
  • Commenting--- ("This part is exciting because..." "I don't like...")
  • Monitoring my Comprehension ("I am confused by...")
  • Repairing my Comprehension ("I don't understand...I should re-read this section." "Maybe I'll find out...if I keep reading")
  • Comparing ("This reminds me of...")
  • Visualization ("I imagine that...")

Do you think that you would want to use this in your classroom?

What content area(s) do you think it would be most useful in?

Do you have any other comments or questions about the use of Think-Alouds?

And Write Down Examples

References

Beers, K. (2003). Constructing Meaning. In When Kids Can’t Read (pp. 119-127). Portsmouth: Heinemann.

DeMars, L. [Lisa]. (n.d.). Think Aloud Question Stem [Pinterest post]. Think Aloud Bookmarks [Pinterest post]. Retrieved September 23, 2014, from http://www.pinterest.com/lisademars02/think-aloud/

Duke, N.K., & Pearson, P. D. (2004). Effective Practices for Developing Reading Comprehension. (pp. 214-215). International Reading Association, Inc. Retrieved from http://lchc.ucsd.edu/mca/Mail/xmcamail.2013_09.dir/pdf9F7Imfajq3.pdf

Suggestions for Differentiation

Can be done individually, in partners, or as a class

Can be done at any reading level and with any age group

Can be done orally, on sticky notes, in a journal

Videotape

Scaffolding

-Cue for when to stop and "think-aloud"

-Can include specific prompts

Critiques

In order to be done effectively, you need to devote a lot of time to it. (Though I think that it is time well spent)

Has to be done with each new genre type and content area.

The Think-Aloud Strategy

Strengths

Easily Differentiated

Can be done in all content areas

Can be done at any reading level

Has a strong research behind it

An assessment tool as well as a reading strategy

Research-Based Rationale

Teacher-lead think-alouds have been proven to be effective as a part of a package of reading comprehension strategies. (Duke & Pearson, 2002)

Student think-alouds have been proven to be effective in increasing reading comprehension (2002)

Can be used as an assessment tool (Beers, 2003)

How do you teach the Think-Aloud strategy?

Modeling how to think aloud is the most important step

To successfully model:

  • Be sure to make a variety of comments (predictions, visualizations, questions, etc.)
  • Have prepared ahead of time what you want to emphasize in the text
  • Give visual/verbal cues as you are switching from reading to thinking
  • Have students pay attention to what types of comments you are making

When using this strategy, students should be...

  • Predicting
  • Visualizing
  • Comparing
  • Monitoring their comprehension
  • Repairing their comprehension
  • Commenting
  • Connecting
  • Questioning

1. Model thinking aloud

2.Discuss the types of thinking that students noticed you doing during your think-aloud

3. Have students try doing a think-aloud with a partner

4. Provide opportunities to practice

5. Have students reflect on how Think-Alouds have changed their reading practice

Why do a Think-Aloud?

Increasing reading comprehension among dependent readers

Serves as an assessment for teachers to understand

  • Why their students are struggling
  • How their students are struggling

Makes students aware of the strategies that successful readers use

Make students aware of their thinking while reading

What is the Think-Aloud Strategy?

A metacognitive strategy developed in the late 1970s that teaches students to be active readers.

As students read, they stop periodically and process what they are reading by thinking out loud--making the invisible, visible.

Learn more about creating dynamic, engaging presentations with Prezi