| Nonfiction
Read Aloud |
Talk
Aloud for Reading Comprehension |
Talk
Aloud for Writing |
Composing
Think Aloud |
ThinkAloud
for Reading Comprehension |
| Read a preselected text aloud to students |
Read a piece of text and then share what
you liked that the author did to help you understand his message.
(author’s craft) |
As a follow up to a talk aloud for reading,
share a piece of writing you did based on the attributes you
appreciated in the author’s writing. |
A model of the process (unpack the teacher’s
thinking) of crafting a piece of writing. This does not have
to be based on the attributes of a published author’s
writing. Within the PWIM model, student generated sentences
are used to create paragraphs. |
A model of the conscious use of a strategy
to comprehend text.
(Strategies could include – making predictions, activating
prior knowledge, visualizing, making connections, monitoring
understanding…..)
|
| Purpose *build content knowledge
*model fluency
*build vocabulary
*share good writing
|
Purpose *same as read aloud
*build student awareness of the features and structures of
nonfiction text so they can use them independently for reading
comprehension and writing
|
Purpose
*same as read aloud
*model how to use attributes found in good writing to share
a message with the reader
*build student awareness of writing structures they can use
from mentor texts
|
Purpose *model the thought processes
involved in crafting a piece of writing.
*invite students to make conscious choices when writing
|
Purpose
*explicit demonstration and explanation of when, how and
why good readers use comprehension strategies
*build student repertoires of strategies they can access
when comprehending text
|
| Teacher *purposely choose
text
* indicate purpose for reading
*read aloud
*invite student response |
Teacher
*choose a text with a text feature or organizational structure
that works for you as a reader
*share what you appreciated and how it helped you understand
the content
*assign student talk aloud
|
Teacher *share own writing based on the
attributes identified in a previous talk aloud for reading
*explain how you used the attributes in your own writing
to communicate with your reader |
Teacher * unpack your thinking as you
craft a piece of writing
*explain the thought processes involved in each step of the
process – what was written and why |
Teacher
*model strategy, explains why it is helpful and shares when
it would be useful
*unpack thinking - what they did to understand what they
read |
| Student
*listen to read aloud
*respond to content |
Student *listen to teacher model
*examine nonfiction text looking for structures and features
that support their learning
*share what they noticed and how it helped them as a reader
|
Student *listen to teacher’s model
*use similar attributes to write a piece independently
*explain how they used the attributes in their writing |
Student * write a piece
*explain the conscious thought processes involved in crafting
their piece |
Student
*listen to teacher’s model
*practice strategy with teacher support
* can explain how they apply the strategy when reading |
Compiled by Sharon Champ(2007) |
Additional Links and
Resources |
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