1. THE COMPONENTS OF EFFECTIVE READ ALOUDS
INCLUDING THINKING ALOUD AND MAKING CONNECTIONS

2. Read Aloud-Defined
In Becoming a Nation of Readers, the report of the National Commission on Reading states that the single most important activity for building the knowledge required for eventual success is reading aloud to children.
-Anderson, R.C., Hiebert, E.H., Scott, J.A., &
Wilkinson, I.A.G. (1985). Becoming a
nation of readers: The report of the
Commission on Reading. Washington,
DC: National Academy of Education,
Commission on Education and Public
Policy.
Read Aloud is a strategy in which a teacher sets aside time to read orally to students on a consistent basis from texts above their independent reading level but at their listening level.
Note: National Commission on Reading –single most important activity for building reading knowledge—reading aloud to children---On a consistent basis—above independent rdg level—at a comfortably challenging L.L

3. We read aloud to: Start the day.
Support reading and writing mini lessons.
Support social studies and science curriculum.
Support whole class book studies.
Help students talk and think about texts.
Introduce a new novel.
Introduce a theme.
Open up new worlds.
Mentor students in the thinking processes that are present during proficient reading.
Familiarize students with text structures and genres.
MODEL—fluent, expressive rdg—support all types of lessons—mini, units, thematic, content area text—sci, math, ss—during whole class book studies—applicable picture book, short story, poem, nonfiction that connects—introduce a theme, a new unit—end a unit—gives kids the opp. To talk/discuss/think about text—model thinking processes that occur during rdg—acquaint kids w/text structures—different genres of text

4. What will teachers read aloud?
Fiction
Novels
Short stories
Poetry
Picture books
Student authored writing
High interest selections with absorbing plots, lively characters, and multiple layers of meaning!
Magazine articles
Newspaper articles
Non-Fiction
Informational text
Biography
Autobiography
Speeches
Content area selections
Historical documents
Not all magazine and newspaper articles are non-fiction—there are essays, editorials, cartoons, and even jokes AND Picture books are not just for emergent/young readers---fantastic books that tell a story and connect to themes show a few books Non-fiction picture books connect . . .
Speeches and historical documents as primary sources of study can be difficult w/o support . . .reading it aloud . . .can help students to understand . . .

5. Reading aloud to students allows the teacher to:
Model fluent and expressive reading.
Think aloud.
Model the reading process.
Review text structure.
Facilitate comprehension to beginning (newcomer) and intermediate English Language Learners.
Provide interactions with a variety of texts.
Make connections.
Teacher models expressive reading
Thinking aloud and the metacognitive processes
like making connections etc
provides students w/ interaction w/a variety of texts
helps newcomers to hear the language, helps build background knowledge and est. prior know. For intermediate ELLs.

6. Getting ready for the read aloud
Choose high interest selections that are above students’ independent reading level and at their listening level.
What is that?

7. Independent Reading Level:
The level at which the student reads fluently with 90% (or higher) comprehension and 95% word recognition.
-Burns. P., & Roe. B. (2002). Informal
reading inventory.
Boston: Houghton Mifflin.
-Johns, J. (2001). Basic reading inventory.
Debuque, IA: Kendall/Hunt.
It’s difficult to get a proper gauge on this. Usually the IRL can be found by administering an Informal Reading Inventory.

8. Listening Level:
Is the level at which students adequately comprehend material that is read by the teacher.
-Burns and Roe, 2002
Is also referred to as capacity level or potential level.
Can indicate potential for improvement as a reader.
Listening level is higher than comprehension level.

9. Estimating Listening Level:
Harris and Sipay (1990) suggest a two-year discrepancy between the listening level and the instructional level as a rough criterion.
So if a child is reading at a fourth grade level, his listening level may be around a 6th grade level, if we do the math correctly.
What happens when there are all different listening/comprehension levels—find a comfortable level for everyone OR SCAFFOLD Through DISCUSSION . . .PINPOINT STRATEGIC STOPPING POINTS FOR DISCUSSION, CLARIFICATION, AND PREDICTION . . .

10. Teacher preparation for read alouds
Pre-read and re-read selection.
Consider reading goals.
Identify the process and strategy information (at work in the text).
Anticipate where background knowledge needs to be built.
PRE READ! CONSIDER GOALS! IDENTIFY WHAT YOU WANT STUDENTS TO DO! HOW YOU WANT THEM TO READ IDENTIFY THE NUANCES/ELEMENTS OF THE TEXT THAT NEED TO BE TAUGHT. ANTICIPATE WHERE STUDENTS MAY LACK BACKGROUND KNOWLEDGE AND PLAN A BEFORE READING ACTIVITY THAT BUILDS STUDENTS’ KNOWLEDGE OF THE CONTENT.

11. Teacher preparation for read alouds
Highlight places to stop, question, make predictions, or make connections.
Write discussion questions before the lesson.
Practice reading the selection using gestures and voice intonation.
Plan before, during, and after reading activities to enhance comprehension.
PINPOINT STOPPING POINTS FOR DISCUSSION, QUESTIONING, MAKING PREDICTIONS, AND CONNECTIONS
PLAN DISCUSSION QUESTIONS B4 THE LESSON/PRACTICE READING WITH DRAMA, GESTURES, AND VOICE INFLECTION BEFORE THE LESSON. A COLD READ CAN BE A BUMPY ONE IF YOU ARE NOT FAMILIAR WITH THE CONTENT
PLAN AUTHENTIC BEFORE, DURING, AND AFTER READING ACTIVITIES AROUND YOUR READ ALOUD. BEFORE, DURING AND AFTER ACTIVITIES:
-ENGAGE STUDENTS WITH THE TEXT
-ACTIVELY INVOLVE STUDENTS IN CONSTRUCTING MEANING THROUGHOUT
-GIVES KIDS A CHANCE TO OBSERVE AND PRACTICE COMPREHENSION STRATEGIES
-IS A PRODUCT AND PROCESS TRANSACTION B/W THE READER, THE TEXT, AND THE CONTENT . . .

12. Read aloud strategies: Before reading
Open up conversation.
Identify author, title, setting, characters, background.
Activate prior knowledge or common knowledge.
Picture walk
Story impressions
Anticipation guide
Tea Party
DISCUSS TH OTHER STRATEGIES—PICTURE WALK—STORY IMPRESSIONS WHEN TEACHER LISTS IMPORTANT WORDS FROM A STORY AND HAS STUDENTS WRITE THEIR OWN STORY PRIOR TO READING
ANTICIPATION GUIDE

13. Before reading: Tea Party frontloading meaning
Purpose:
To interact with text prior to reading.
To provide conversations around the selection.
To construct meaning.
To draw comparisons.
To make inferences.
To predict.
To compare and contrast in groups.
ALLOWS STUDENTS TO INTERACT W/ TEXT BEFORE READING BY PROVIDING OPPORUNITY FOR STUDENTS TO DISCUSS WORDS AND PHRASES FROM THE UPCOMING STORY. STUDENTS USE THE STATEMENTS TO CONSTRUCT MEANING, MAKING INFERENCES AND PREDICTIONS TOGETHER. SO THEY HAVE A PRE-CONNECTION TO THE STORY THEY ARE ABOUT TO READ.

14. Tea Party Procedure:
Distribute index cards with phrases, sentences, or single words excerpted from the selection.
Move around the room at timed intervals reading the index card to each other, discussing meaning, predicting, and making connections.
Form small groups to discuss.
Record predictions in “We think” format.
Share “We think” statements.
Read the selection silently or read aloud.
-Beers, K. (2003). When kids can’t read, what teachers can do.
Portsmouth, NH: Heinemann
A’S WILL STAND STATIONARY. B’S WILL MOVE CLOCKWISE. C’S WILL MOVE COUNTERCLOCKWISE. i WILL CALL “TIME” WHEN IT IS TIME TO SWITCH. YOU WILL BE DISCUSSING W/ YOUR TEMPORARY GROUP MATES THE STATEMENT, WORD, OR QUOTE THAT IS ON YOUR INDEX CARD, MAKING PREDICTIONS, INFERENCES, CONNECTIONS TO THE CONTENT. THE GOAL IS TO TRY TO INFER THE PLOT OF THE UPCOMING STORY.

15. “We think” Statements “We think . . .”
That this selection is about (predicting).
That this selection is like (comparing).
That this selection reminds us of. . . (connecting to what they already know).
That this selection is sad because . . .
(commenting, evaluating).

16. “The more we frontload students’ knowledge of a text and help them become actively involved in constructing meaning prior to reading, the more engaged they are likely to be as they read the text.”
-Beers, K. (2003). When kids can’t read, what teachers can do. Portsmouth, NH: Heinemann,
p. 101.

17. Read aloud strategies: During reading
On going interaction
Response and dialogue
Help students notice aspects of narrative/informational texts
Sharing
Questions
Discussion
Metacognition
Story map
Graphic Organizers
Think Aloud
DURING READING STRATEGIES & ACTIVITIES ALLOW TEACHERS AND STUDENTS TO MONITOR UNDERSTANDING.
STUDENTS HAVE THE OPPORTUNITY TO TALK ABOUT TEXT.
THEY CAN QUESTION WHAT THEY DON’T UNDERSTAND, AND EVENTUALLY APPLY FIX-UP STRATEGIES WHILE THEY ARE READING.

18. During reading strategy: Think Aloud
Readers’ verbal self-reports about their thinking processes.
-Wade, 1990
Technique in which students verbalize their thoughts as they read.
-Keene & Zimmerman, 1997
The Think-Aloud strategy helps readers to think about how they make meaning.
-Beers, 2003
READERS ARE TALKING THROUGH THE READING PROCESS—TELLING WHAT THEY ARE THINKING, REMINDED OF, CONNECTING TO, HAVING PROBLEMS WITH.

19. Think Aloud
As students read, they pause occasionally at strategic points to think orally about:
& connections they are making;
& images they are creating/visualizing;
& problems with understanding that they are
encountering; and
ways they see of fixing those problems.
THE POINTS MAY BE STRATEGIC OR NECESSARY STOPPING POINTS BECAUSE A CONNECTION OR PREDICTION ARE BEING MAKE. ALSO, THE STUDENT MAY NEED TO IDENTIFY A PLACE WHERE SHE IS CONFUSED.
AFTER MUCH MODELING, THE LAST BOOK “WAYS THEY SEE OF FIXING THOSE PROBLEMS” WILL HELP STUDENTS MONITOR THEIR OWN READING.

20. Metacognitive Awareness
Is being able to think about one’s own thinking.
Is an integral component of learning.
Enables learners to assess their level of comprehension and adjust their strategies for greater success.
Includes identifying and then using appropriate “fix-up” strategies to enhance comprehension.
-Baker, L., & Brown, A.L. (1984a). Cognitive monitoring in reading.
In J. Flood (Ed.), Understanding reading comprehension (21-44). Newark, DE:
International Reading Association.
SO THE THE THINK ALOUD IS REALLY A METACOGNITIVE PROCESS, BUT WE HAVE TO SCAFFOLD OUR STUDENTS INTO THIS PROCESS THROUGH MODELING AND EXTENSIVE PRACTICE IN PAIRS, GROUPS, THEN INDIVIDUALLY—TEACHING THEM TO CUE THEMSELVES WHILE READING

21. Modeling Think Alouds The Think Aloud strategy can be used to model:
Predicting;
Visualizing—creating mental images of information;
Assessing and establishing prior knowledge;
Making new connections;
Summarizing;
Synthesizing;
Monitoring understanding; and
Demonstrating the fix-up strategies for when students cannot make sense of what they read.
-Keene, E., & Zimmermann, S. (1997). Mosaic of thought: Teaching comprehension in a reader’s workshop. Portsmouth, NH: Heinemann.
BLOOM’S TAXONOMY—KNOWLEDGE, COMPREHENSION, APPLICATION, ANALYSIS, EVALUATION, SYNTHESIS ARE ALL TAKING PLACE AS STUDENTS ARE JUDGING, UNDERSTANDING, CONNECTING, INFERRING, PREDICTING, AND THEN, MONITORING HOW THEY ARE COMPREHENDING DURING A THINK ALOUD.

22. Active teaching/explicit instruction:
Modeling does not stop after the teacher has introduced a strategy.
Explicit instruction teaches students strategic knowledge through actively modeling how to work through a task by setting goals, naming how particular strategies can be used, and by monitoring the strategies before, during, and after reading.

23. Think-Alouds help students to:
Understand that reading should make sense.
Move beyond literal decoding to comprehending.
Learn a repertoire of strategies to use before, during, and after reading.
Use particular strategies when reading varied texts (genres).
Share ideas with peers and teachers.
Learn, think, and reflect upon themselves and their reading.

24. How does a Think Aloud look?
General Think Aloud Scenarios:
Teacher models think aloud; students listen.
Teacher thinks aloud; students assist.
Students think aloud as large group; teacher and other students monitor and assist.
Students think aloud in small groups while teacher and other students monitor and help.
Individual students think aloud in forum or Fishbowl; other students help.
Students think aloud individually; compare with others.
Teacher or students think aloud orally, in writing, on an overhead, with Post-it Notes, or in a journal; then share.
-Wilhelm, J. (2001). Improving comprehension with Think-Aloud Strategies.
New York: Scholastic.
RECURSIVE TEACHING---MODELING, CHECKING FOR UNDERSTANDING, SCAFFOLDING STUDENTS INTO PRACTICE WHILE TEACHER ASSISTS, THEN INTO SMALL GROUP/PARTNERED SUPPORTED TO STUDENTS INDIVIDUAL ACTIVITY—STRATEGY USE.

25. Modeling a Think Aloud
Choose a high-interest selection/decide on a few strategies to highlight.
State purpose for reading.
Inform students that you will be thinking aloud and stopping to think through what is being read as the selection or passage is read aloud.
YOU MAY WANT TO DISTRIBUTE EXAMPLES OF THE TYPES OF REPORTING STATEMENTS TO FAMILIARIZE STUDENTS WITH THE LANGUAGE. BUILDING A COMMON LANGUAGE FOR INSTRUCTION THAT STUDENTS KNOW, UNDERSTAND, AND USE TOGETHER IS KEY.

26. Modeling a Think Aloud
Read text, stopping frequently to talk about how meaning is being made, analyzing the thinking process: “report out.”
List the cues and strategies used.
Discuss strategy—ask students to identify other situations (connect to text, world, self) in which they could use these same strategies.
Reinforce the Think Aloud with follow-up lessons and repeated think alouds.
-Beers, 2003
-Wilhelm, 2001

27. Think Aloud: Reporting out
Previewing Text:
“The title/author/pictures/captions/book design makes me think of . . .”
“The Title makes me think that this is going to be about a ____ .”
“The comments on the back cover lead me to believe that . . .”
“The photographs/headings/subheadings make me think that ”
TEXT PREVIEWING REPORTING STATEMENTS . . .

28. Think Aloud: Reporting out
Make a prediction:
“I’m guessing that _____will happen next.”
“I bet that . . .”
“I wonder if . . .”
“I imagine the author believes . . .”
“This reminds me of . . .”
“This could help me with . . .”
“Since this happened _____, then, I bet the next thing that is going to happen is . . .”
“This is like . . .”
PREDICTION REPORTING STATEMENTS

29. Think Aloud: Reporting out
Clarify something/monitor comprehension:
“This is (not) making sense because . . .”
“This connects (or doesn’t) to what I already know/already read because . . .”
“Now I understand ________.”
“This makes sense now because . . .”
“No, I think it means ”
“This part is really saying . . .”
“At first I thought ____, but now, I think . . .”
CLARIFICATION/SELF-MONITORING STATEMENTS ARE EXTREMELY IMPORTANT AS STUDENTS ARE INVOLVED IN THINKING ABOUT WHAT THEY ARE AND ARE NOT COMPREHENDING AND WHY. AS STUDENTS THINK ABOUT WHAT THEY HAVE READ, THEY CLARIFY, ADJUST, AND REVISE THEIR THINKING/INTERPRETATIONS. THEY BUILD UPON THEIR OWN COMPREHENSION.

30. Think Aloud: Reporting out
Make a connection:
“This reminds me of . . .”
“This part is like . . .”
“This character _____ is like _____ because . . .”
“This is similar to . . .”
“I also (name something in the text that has also happened personally to student).”
“This character makes me think of . . .”
“The setting reminds me of . . .”
“This is helping me with/to think about . . .”
STUDENTS ESTABLISH BUILD ON PRIOR KNOWLEDGE AND BACKGROUND KNOWLEDGE AS THEY MAKE CONNECTIONS WHILE READING. AS THEY MAKE CONNECTIONS THEY ARE ADDING NEW KNOWLEDGE TO WHAT THEY ALREADY KNOW.

31. Making Connections
Successful readers monitor their own thinking and make connections among text and their own experiences, other texts, and the world through writing and talking about the text before, during, and after reading.
Model making connections during a THINK ALOUD.
MAKING CONNECTIONS INVOLVES COMPARING AND SYNTHESIZING OLD AND NEW INFORMATION IN RELATION TO OTHER TEXTS, PERSONAL EXPERIENCES, THE WORLD, AND CONTENT.

32. Make connections from the selection
To self,
To the world,
To other texts. . .
before, during, and after reading.

33. Think Aloud: Reporting out
Make a comment:
“This is good because . . .”
“This is hard because . . .”
“This is confusing . . .”
“I like the part where . . .”
“I don’t like this part because . . .”
“My favorite part (so far) is ”
“I think that . . .”
“I imagine . . .I see . . .”
COMMENTING/GENERAL REMARKS/STUDENTS RATIONALIZE

34. Think Aloud: Reporting out
Use fix-up strategies to address confusion and repair comprehension:
“Maybe I better . . .”
“Something I could do is . . .”
“Since I don’t understand this word a good strategy would be to . . .”
“I need to revise my thinking by ____.”
“What I thought this was about no longer makes sense to me because _____.”
MONITORING AND USING THE APPROPRIATE STRATEGY TO FACILITATE COMPREHENSION. (TAKES PRACTICE, PRACTICE, PRACTICE AND MUST BE MODELED BY THE TEACHER ETC.).

35. After modeling the Think Aloud
After modeling thinking aloud a few times and teaching the metacognitive report out/talk have students try it on a portion of text within small groups or with a partner.
Provide ample opportunities for students to practice thinking.
Give students a chance to reflect on HOW the think aloud has changed their reading habits.
PRACTICE PRACTICE PRACTICE!! FISHBOWL TO MODEL---AS PART OF BOOK CLUB, LITERATURE CIRCLES –SMALL GROUP OF STUDENTS CAN MODEL WHILE CLASS OBSERVES AND LATER COMMENTS/CRITIQUES.

36. Read aloud strategies: After reading
Response
Balance between talk and text
Sharing
Story maps
Graphic organizers
Predictions check
“Sketch-to- stretch”
Semantic Differential Scales
AFTER READING – MONITOR UNDERSTANDING OF TEXT, MAKE CONNECTIONS, IF WE EXTEND THE VIEW THAT COMPREHENSION IS A PROCESS, THEN MEANING MAKING EXTENS TO ACTIVITIES THAT OCCUR ONCE THE TEXT HAS BEEN READ.
SKETCH-TO-STRETCH—STUDENTS CREATE SYMBOLIC SKETCHES OF THEIR INTERPRETATIONS OF THE TEXT AND WRITE AN EXPLANATION. STUDENTS CAN GATHER IN SMALL GROUPS TO SHARE, RESPOND, OR WRITE ABOUT EACH OTHER’S SKETCHES. TAKES MEANING FROM ONE COMMUNICATION SYSTEM—TEXT; AND RECASTS THEM IN TERMS OF ANOTHER SYSTEM (TRANSMEDIATION)
IMPORTANT TO DISCUSS W/ STUDENTS THAT DIFFERENT READERS GENERATE DIFFERENT INTERPRETATIONS AND EVEN AN INDIVIDUAL READER MAY HAVE MORE THAN ONE INTERPRETATION.

37. Semantic Differential Scales:
Help students to:
Make comparisons;
Make connections;
Recognize contrasts;
Draw conclusions; and
Discuss and explain their thinking.

38. Semantic Differential Scales
Place opposite character traits (honest/dishonest) on opposite ends of a scale.
Focus on character development.
Can be used to track character changes.

39. Semantic Differential Scales
Procedure:
Actively read a selection or listen to a read aloud. Teacher models for students.
Match traits/terms to character making connections to student experience, other texts, and the world.
Explain how opinion was reached.
Discuss and defend responses.
Provide evidence from selection.

40. After Semantic Differential Scales
Students should:
Discuss their responses.
Create visual images.
Stage debates.
Write a response.
Interview each other.
Write editorials.
Defend their responses.