strategy 10:
Think Alouds
What is it? Students watch the teacher think aloud and then the children practice this procedure by thinking aloud about the literacy strategies they’re learning. As they think aloud, children respond to the text, identify big ideas, ask self-questions, make connections, figure out how to solve problems that arise, and reflect on their use of strategies. Purpose? The purpose of this activity is for students to learn about directing and monitoring their thinking during reading. Children are learning to become more active readers through this strategy. It teaches them to think metacognitively and to regulate their own cognitive processes. This activity will help provide the students with strategies to use for comprehension. Implementation The teacher chooses a book, often one the children are familiar with. The teacher decides which strategy they wish to demonstrate during the activity. The teacher uses this book to demonstrate how to think aloud. Teachers read the text and pause at times to demonstrate thinking aloud. They explain what they are thinking and how they are using a strategy to solve a reading problem. Teachers write small sticky notes about their thinking and attach it next to the text that prompted the think-aloud. After reading, teachers reflect with the students to review their annotations, talk about the strategies used and reflect on the usefulness of think aloud for the comprehension of reading. Teachers then read another book and then have children take turns thinking aloud and annotating the text. Once children are familiar with the process, they can practice in small groups or with partners. |
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