The document describes how a teacher can model effective reading comprehension strategies using a think-aloud activity. The teacher makes copies of a text passage for students. Before reading, the teacher thinks aloud about what the passage may be about based on the title and images. During reading, the teacher reads the passage aloud and thinks aloud after each sentence or paragraph to organize ideas and demonstrate comprehension monitoring. The teacher models asking questions about prior knowledge, understanding unfamiliar words, and making connections. The teacher then has students practice these strategies by reading in pairs.
The document describes how a teacher can model effective reading comprehension strategies using a think-aloud activity. The teacher makes copies of a text passage for students. Before reading, the teacher thinks aloud about what the passage may be about based on the title and images. During reading, the teacher reads the passage aloud and thinks aloud after each sentence or paragraph to organize ideas and demonstrate comprehension monitoring. The teacher models asking questions about prior knowledge, understanding unfamiliar words, and making connections. The teacher then has students practice these strategies by reading in pairs.
The document describes how a teacher can model effective reading comprehension strategies using a think-aloud activity. The teacher makes copies of a text passage for students. Before reading, the teacher thinks aloud about what the passage may be about based on the title and images. During reading, the teacher reads the passage aloud and thinks aloud after each sentence or paragraph to organize ideas and demonstrate comprehension monitoring. The teacher models asking questions about prior knowledge, understanding unfamiliar words, and making connections. The teacher then has students practice these strategies by reading in pairs.
teacher can model all the effective comprehension strategies a fluent reader uses to gain meaning from the printed page. The teacher can utilize this activity in the following way: 1. Beforehand, the teacher makes copies of the text passage that will be demonstrated or prepares it for projection. Pre-reading 2. After looking at the cover or the title and the illustrations in the passage, the teacher ruminates aloud as to what the passage might be about. During Reading 3. The teacher reads the passage aloud as the children track. The teacher continually organizes images by explaining the passage after every sentence or paragraph. 4. The teacher answers aloud such questions as, What am I reminded of here that I already know? (tapping prior knowledge) What are some ways I can get help in understanding unfamiliar words and/or ideas? (monitoring understanding) What does this remind me of in my own life? (making connections) 5. After modeling the reading of several paragraphs in this fashion, the teacher invites children to add their own problemsolving tactics and personal impressions by reading succeeding passages in pairs.