Think Aloud Introduce, perform, assess

Slides:



Advertisements
Similar presentations
Teaching Comprehension in the early grades Leecy Wise
Advertisements

Guided Reading Guided reading enables students to practice strategies with the teacher’s support, and leads to independent silent reading.
December 5 th, 2011 Staff Development: Think-Alouds and Gists.
Cultural Practices of Reading II. Cultural Practices of Reading Goal: To teach rhetorical reading strategies of complex, culturally situated texts.
ACADEMIC CONVERSATIONS
Beyond the Basal: Reader’s Workshop February 23, 2012 …schools shouldn’t be about handing down a collection of static truths to the next generation but.
Reading Strategies. Learning Target  To identify traits of good readers  To become stronger readers  To use strategies to improve my reading comprehension.
9/4/15 Do Now: -Take a plagiarism Word Splash from the front of the room and begin working on it Homework: -Signed Syllabus (Due 9/9) -Signed Plagiarism.
What might happen next? Discuss this with your partner. Some students will be asked to share their partner’s prediction – so make sure you listen and ask.
By: Mrs. Abdallah. The way we taught students in the past simply does not prepare them for the higher demands of college and careers today and in the.
Activity 1. Think Back to Activity 1 (Imagine you are having a practical exam) You will complete an independent, timed activity for a grade. Once you.
The CCSS and Critical Reading Advancement Via Individual Determination.
Annotating Texts and Notetaking Theresa Davis, M.Ed Instructor.
Guided Reading Southfields KS1.
Unit 1.
Group Presentation Role Cards PPT5.
Oral Presentation of the Teaching Plan for Module 2, Book 1
Greenhills Primary Literacy Workshop
Gearing Up for Academic Conversations
Course Representative Training
Going Deeper with Academic Talk
Identity Pack Session: You Can’t Judge a Book by Its Cover
Intensive Course for English Teachers
NEEDS ANALYSIS.
An Introduction to Reading at Alwyn Infant School 2017
How can we become good learners?
Reading Comprehension Strategies for ELLs
Assessment of English Learners
Teaching English to Speakers of Other Languages
Let’s All Learn How to Write a DBQ
Chapter 4: Creating a Language-Rich Environment
Curriculum planning: Literature.
How to Learn English Mark Brierley.
Using OneDrive and online word to work collaborative writing Context: English foreign language class Level: Intermediate Students age: Class:
Lynne Stallings Ball State University November 11, 2017
Teaching English to Speakers of Other Languages
Life is a by Jack London.
Listening Speaking Reading Class Preparation Class Preparation Class Preparation Class Preparation Online Tools Online Tools Online Tools Online Tools.
Foundations of Research-Based Reading EPI 10010
7th Grade Critical Literacy 2- Ms. Federico
Secondary Education 301 Content Area Literacy
Introducing the Concept of Theme: Survival in A Long Walk to Water (Chpts1-5) Unit 2: Lesson 1.
The SIOP® Model PRACTICE & APPLICATION
Year 2: How to help your child
Reading Tips for Parents
How to read text for understanding
Hand-in-Hand Understanding the Reading Apprenticeship Framework in the Context of Universal Design for Learning Elizabeth Demong.
Supporting Reading Comprehension
ELLs in Texas: What Teachers Need to Know
7th Grade Critical Literacy 2- Ms. Friedman
Six Trait Writing Voice!
LESLIE A. BIRDON OCTOBER 25, :20-11:20 AM THINKING OUTSIDE THE BOX: EFFECTIVE SCAFFOLDING OF READING AND WRITING STRATEGIES USING RECIPROCAL TEACHING.
Preparing the Presentation
Teaching the E.S.L. student
Making connections AND Taking effective Notes
Reading workshop – Autumn 2
Section VI: Comprehension
Close Reading Excerpt 2: Plantation Life
Psst…have you heard the exciting news?
Fishbowl Discussion Directions:
English 3 Unit: Fahrenheit 451
An Introduction to IELTS
How to be an effective Learning Helper in the classroom
Warm-Up: Take a sheet of paper from the tan bin.
Psst…have you heard the exciting news?
Visual Analysis Review
Introducing the Core Competencies
Using Phonemic Awareness &
7th Grade Reading responsibility and preparation
Methods Week 4 DM 1.
Presentation transcript:

Think Aloud Introduce, perform, assess ROMINA PLOZZA ESL INSTRUCTOR

Where and what do you teach? INTRODUCTIONS Romina Plozza ESL Instructor Shoreline Community College rplozza@shoreline.edu What’s your name? Where and what do you teach?

Model how skilled readers construct meaning from a text. What is a Think Aloud? Instead of telling students what a Think Aloud is, model it for them. Allow them to “eavesdrop on your thinking”. Model how skilled readers construct meaning from a text. Find “Wrong Channel” in your package (p.1) Listen to me model a Think Aloud Take notes. What do you hear me say/do?

Share out What did you hear me say/do? What are some strategies I used to make sense of the text?

IT’s your turn! Pick one of the texts in your packet. English as a Second Language (p.2) Greek Literature (p.3) Science/Medicine (p.4) History (p.5) Find a partner: Think Aloud as if you were modeling the strategy for your students. You may use the Think Aloud bookmark to help you. You have 3 minutes each.

Small groups DISCUSSION How did it go? What were some challenges? Did you use all of the strategies on the bookmark, or did you focus on just a few? Why?

Students’ Reactions Laith Maureen

From Modeling to performing Model Think Aloud several times and with different texts/strategies. Discuss why it is important to use those strategies – purpose/goal Whether they read something for homework or in class, ask Think Aloud questions! Get them used to thinking this way. When you feel they are ready to give it a try, have them do it themselves!

Time to reflect What are some challenges you anticipate when using Think Aloud with your students? What do you think the rewards might be in terms of achievement/motivation?

Rewards & Challenges Rewards Challenges Survey with 16 ESLAB 050 students I enjoy reading more (16) I started to read more outside of class (9) I feel more confident when I take tests (13) My writing has improved (16) My grammar and vocabulary have improved (16) I can read and understand more difficult texts (16) I would like to use the same strategies in other classes (16) “I think my English is better because in this class I feel safe to speak when I have problems with language. Think Aloud help me understand books, my classmate, and me.” (ESL Level 5 student) New concept: “What is this?” “I never heard of this.” “I have never been asked to do this.” Effectiveness: “Why do I need to slow down my reading?” “How is this helping?” Method: “How many comments do you need?” “How many times do I have to stop in a sentence?” “How long should my reaction be?”

On overcoming challenges New concept: Safe and collaborative class environment: Introduce other RA activities (e.g., Reading History, Roadblocks, and Reading Strategies) If you believe in it, they believe in it. Effectiveness: It’s a process. Eventually connections will happen naturally and more quickly. Focus on the purpose/goal of the activity (missteps) Method: Specific Instructions Strong students work with less proficient students Controlled practice p.14

Paired think aloud A reader & a conscience On page 6 in your packet, you can find a document with example questions. In steps: Conscience uses the questions provided Conscience uses bookmark Paired Think Aloud happens naturally/turns into a Think Aloud

Paired/group Think Aloud Paired Think Aloud Group Think Aloud A reader and a conscience Taking turns reader/conscience p. 7 - Journal

Reading tests When we ask our students to perform a Think Aloud, we are teaching them how to do the following: Summarize (find keywords and main ideas) Apply strategies to understand words in context Apply world/text/language/discipline knowledge to make sense of the text Predict/Think critically Ask Questions React to the text If we are teaching them to “Think Aloud”, shouldn’t we assess those skills? (p.8-9)

Assessment tools Feedback Activities/Tests (pp. 7-13) Paired Think Aloud Reading Tests Think Aloud (oral) Think Aloud (written) Think Aloud (journal/analysis) You will be assigned an assignment/rubric. Analyze it by answering the following questions: What are the strengths/weaknesses of this assignment/rubric? Would you use it with your students? Why/Why not? Suggestions for improvement? Find someone with a different color card – share Leave your card in the box on the desk = Feedback for RA folks