1 / 7

Think- alouds

Think- alouds. By: Emily Munroe and Lauren Kortas. Think- alouds ( duffy , roehler , and herrmann , 1988). A pre-instructional exercise and a during instruction strategy. Incorporates higher level real texts Actively reading to improve comprehension Models mental process

tana-gilliam
Download Presentation

Think- alouds

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Think-alouds By: Emily Munroe and Lauren Kortas

  2. Think-alouds (duffy, roehler, and herrmann, 1988) • A pre-instructional exercise and a during instruction strategy. • Incorporates higher level real texts • Actively reading to improve comprehension • Models mental process • Allows students to take control of their own cognitive process

  3. Procedure For Teacher “1. Use passages that contain unknown words, unclear sections, or contradictions. 2. The teacher reads aloud, stopping to verbalize the thinking that takes place when difficult or confusing material is encountered. The students follow along silently and listen as the teacher thinks through the trouble spots. 3. Students can work with partners to practice think-alouds by taking turns reading short, carefully prepared passages and sharing thoughts. 4. Students can practice independently using the checklist below to verify use of the procedures. 5. Integrate practice with other lessons and provide demonstrations of how, why, and when to use think-alouds.” (Vacca)

  4. Checklist Procedures For Students • Making predictions - students make predictions by using the chapter title or subheadings found within the chapter. • Developing images - students get mental pictures of information found in the text. • Share analogies - students use analogies to link new information to prior knowledge. • Monitor comprehension - students think about their confusion over difficult information. • Regulate comprehension - students read beyond a confusing section to see if the information that comes next will clear up their confusion.

  5. checklist While I was reading, how did I do? (Put an X in the appropriate column.)

  6. Examples • Science Excerpt • Math Problem • Your Turn- Literature Excerpt

  7. References • Fisher, D. , Brozo, W. , Frey, N. , & Ivey, G. (2011). 50 instructional routines to develop content literacy. (2 ed., pp. 129-131). Boston, MA: Pearson Education, Inc. • Vacca, . R. T. V. , & Vacca, . J. A. L. V. (2005). Content area reading, literacy and learning across the curriculum. (8 ed.). Allyn & Bacon.Retrievedfrom http://literacy.kent.edu/eureka/strategies/think_aloud.pdf • Padilla, . M. J. P. , Cyr, . M. C. , & Miaoulis, . I. M. (2005). Prentice hall science explorer. Upper Saddle River, NJ: Pearson Education, Inc. • Fitzgerald, . F. S. F. , & Bruccoli, . M. J. B. (1996). The great gatsby. (p. 63). New York, NY: Scribner Book Company.

More Related