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Think Aloud Description Metacognitive activity PowerPoint Presentation
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Think Aloud Description Metacognitive activity

Think Aloud Description Metacognitive activity

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Think Aloud Description Metacognitive activity

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  1. Think Aloud • Description • Metacognitive activity • Modeled when teachers reflect on their thoughts and behaviors while reading and then SPEAK those aloud for students • Can be used in multiple comprehension strategies • ELL–specific Features • Explicit linguistic and contextual cues • Individual and global characteristics • Expanded opportunities for guided practice

  2. Think Aloud Sample L1 English Student Handout

  3. Think Aloud ELLs require explicit linguistic and contextual cues. Visualize Monitor I pictured what was happening here, and it will help me understand ______. I know I am confused about ___, so I will slow down, rethink about the context of the phrase…

  4. Stress Individual and Global Characteristics • Think Aloud applies to many distinct comprehension strategies: • Prediction • Prior Knowledge • Monitoring • Summarization • Visualization • Questioning • Use multiple strategies comprehensively (not sequentially)

  5. Expand opportunities for guided practice • Reinforce individual/global qualities of Think Aloud strategies • Different colored post-its or highlighter tape for each strategy • Consistent use across subjects, grade levels Visualize Monitor Prior Knowledge Question Predict Summarize

  6. Expand opportunities for guided practice • Group students strategically according to language development • Pairs provide more opportunities for active practice • Foursomes allow for greater linguistic scaffolding

  7. Let’s practice… Think Aloud • Read the passage included in your folder. • Reflect on the strategies you used to construct • meaning. • SPEAK your group members, describing how you • comprehend the passage. Visualize Monitor Prior Knowledge Question Predict Summarize

  8. Think -Pair -Share • Description • Strategy designed to provide students with opportunities for critical thought on a given topics enabling them to formulate individual ideas and share these ideas with another student. • Benefits to ELLs • Formulate inferences, hypotheses, etc. on their own • Test ideas • Clarify meaning in a non-threatening manner • Rehearse before sharing with class

  9. Let’s practice… Think-Pair-Share • Take a moment to think about…. • Turn to a partner and share your response. • Does it make sense to your partner? • Are there any questions? • Now switch roles. You listen to your partner • and provide thoughtful feedback.

  10. G.I.S.T. Strategy • (GeneratingInteraction between Schemata and Text) • Description • Technique that allows students to internalize a passage by identifying key words from it and writing a summary using those words • Benefits to ELLs • Can be adapted as L2 proficiency increases • Large group activity with teacher modeling • Small group or partner formats • Promotes vocabulary development • Promotes learning of syntactical structures

  11. Let’s practice… G.I.S.T. Activate prior knowledge of the text. Read the passage aloud. Lead class discussion and make note of 5 – 6 key words. Craft a summary statement Students work in pairs or small groups to summarize subsequent passages. Titanic As dawn broke on Sunday, April 14, the Titanic was heading into dangerous waters. Captain Smith had already received several warnings from other ships that there was ice in the area. At first, the captain was not overly concerned. There was often ice in the sea lanes between England and America at that time of year. By 2:00 that afternoon, though, Captain Smith had received four more ice warnings. To avoid the ice, he ordered his crew to change the course of the ship. The Titanic would now travel farther south than originally planned. *Passage taken from Titanic, a book in the Magic Tree house series

  12. Let’s end by… shaping up! What squared with your thinking? What did you see from a different angle? What will you do next?

  13. Predict The title, the illustrations and/or the way the words appear on the page make me think this will be about… Visualize I pictured what was happening here, and it will help me understand ______. Prior Knowledge I already know from _____ that ____. This is why I can predict that … Summarize When I think about what I have read so far, I can summarize … Question I wonder about ____. I will read to find out… MONITOR I know I am confused about ____, so I will stop to reread or rethink about ….