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 and looks at any illustrations to make predictions about what it may be about. While reading aloud, the teacher explains their thinking after each sentence or paragraph by tapping prior knowledge, monitoring understanding, and making connections. The teacher models this process for several paragraphs and then has students work in pairs to read more passages using the same strategies.
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 and looks at any illustrations to make predictions about what it may be about. While reading aloud, the teacher explains their thinking after each sentence or paragraph by tapping prior knowledge, monitoring understanding, and making connections. The teacher models this process for several paragraphs and then has students work in pairs to read more passages using the same strategies.
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 and looks at any illustrations to make predictions about what it may be about. While reading aloud, the teacher explains their thinking after each sentence or paragraph by tapping prior knowledge, monitoring understanding, and making connections. The teacher models this process for several paragraphs and then has students work in pairs to read more passages using the same strategies.
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 and looks at any illustrations to make predictions about what it may be about. While reading aloud, the teacher explains their thinking after each sentence or paragraph by tapping prior knowledge, monitoring understanding, and making connections. The teacher models this process for several paragraphs and then has students work in pairs to read more passages using the same strategies.
Think-aloud is one of the most effective ways a 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.