RDG
579 Technology in Reading and
Language Arts Instruction
Spring Semester, 2008
Catherine Kurkjian, Ed.D.
THINK ALOUD READING STRATEGY LESSON
(modeled on Dr. Susan Tancock's work at Tancock's site at:http://web.bsu.edu/00smtancock/EDRDG445/445tocframe.htmlCreate a Think Aloud Strategy Lesson for your students that demonstrate a comprehension, vocabulary or decoding, or reading strategy:
1). Explain what the strategy is and how and under what
conditions it might be used.
2)
Provide a rational for its use and how it will support learning.
3)
Provide an example of when you might use the strategy and model it use using by
“thinking aloud” about it,
4)Provide
students with guided practice using the strategy.
5)
provide an opportunity for the student to apply the strategy in an authentic
way.
6)Summarize
the strategy with a concluding statement.
Some possible reading strategies: (Refer to Reading with Meaning by Debbie Miller)
 | Making Text-to-Self Connections |
|
| Making Text-to-Text Connections |
|
| Making Text-to-World Connections |
|
| Using context to determine vocabulary meaning |
|
| Using schema to figure out word meanings (semantic cues- does it make sense?) |
|
| Using prefixes, root words to figure out possible meaning |
|
| Using textual and picture cues to figure out word meaning |
|
| Rereading to figure out word meaning (syntactic cues- does it sound like the way we talk?) |
|
| Paying attention to words (Does it look right?) |
|
| Crosschecking cues |
|
| Making inferences using clues the author gives with background knowledge |
|
| Creating mental images (visualizing while reading) |
|
| Using sticky Notes a) Using them to record strategy use b)Using them to draw images c)Using them to confirm predictions d)Using them to form predictions |
|
| Using Two-column notes a)Quote from text/I learned b)Quote from text/My image c)Quote from text/Questions I have |
|
| Determining the differences between fiction and non fiction |
|
| Using strategies to negotiate nonfiction a)Using Visuals in Nonfiction (Refer to I see what you mean by Steve Moline) b)Interpreting and creating simple diagrams c)Interpreting and creating scale diagrams d)Interpreting and creating analytic diagrams (cutaways, cross sections) e)Interpreting and creating synthetic diagrams (flow diagrams, tree and web diagrams) f)Interpreting and creating graphs (bar and column graphs, line graphs) g)Interpreting and creating timelines h)Interpreting and creating maps (birds eye view, context maps, flow maps) i)Interpreting and creating Tables |
|
| Demonstrating fluent reading (to assess what is read reading and self assess own reading, to pay attention to punctuation etc) |
|
| Interpreting and creating an attribute chart using a text set of related books |
|
| Thinking deeply about a text using a Retelling Go Chart for Deep Understanding and Higher Thinking (The Power of Retelling by Benson and Cummins)-how to predict- how to generate possible vocabulary, understandings, interpretations and connections and to retelling. |
| THINK ALOUD READING
STRATEGY LESSON GRADING CHECKLIST NAME: _________________________________DATE: ________________ .5 1 1.5 2 low average high 1). Explanation should clearly describe what the strategy entails, how and under what conditions it might be used in a clear and comprehensible way that allows students to connect to prior knowledge. _________X .5=____________ 2) Provide a strong rationale for why learning and using this strategy will enhance student learning. _________X .5=____________ 3) Provide an example of when the reader might use the strategy and model it use using by "thinking aloud" with a real text either one that you use or one found online, This example precisely demonstrates the strategy and makes thinking visible in its use. _________X 2=____________ 4) Provide students with guided practice using the strategy using a real texts with practice examples that parallel model. _________X 2=____________ 5) Provide an opportunity for the student to apply the strategy in an authentic way relating to a text . _________X 2=____________ 6) Summarize the strategy with a concluding statement that reinforces key points concisely. _________X 1=____________ 7) Provide a rubric for children to self assess their understanding of strategy (ies). Rubric should be clearly written in user friendly language and focus on learning outcomes. _________X 1=____________ 8) Strategy lesson should be clearly written and presented, easily navigated and be a worthwhile learning experience for whole group or selected students. It should be edited carefully for grammar, punctuation and spelling usage. _________X 1=____________ 9)The Strategy
lesson has be designed and implemented to differentiate instruction in
light of element 2.2. 10) Student artifacts and reflection on project is included. Reflections discusses student learning and response to the project, project strengths, weaknesses, and what was learned._________X 2.5=____________
Total Points Possible: 25 Total Points Earned: STUDENT SELF-/EVALUATION COMMENTS ON BACK:
|
Back to Dr.Kurkjian's
Home Page