What is?
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The interactive think aloud is a strategy to use in reading comprehension where the teacher literally thinks aloud, allowing the students to see and hear him or hear monitor comprehension. This strategy shows students how skilled readers think--- allow students to see how a good reader activates prior knowledge, asks questions, and draws conclusions.
In the interactive think aloud, it is important to describe why you are using this strategy to your students. Stephanie Harvey and Anne Goudvis, authors of Strategies that Work: Teaching Comprehension for Understanding and Engagement write about this. "Too often, we model our kids without letting them in on the purpose of our demonstration. To counter that, before we begin the lesson, we ask our kids to watch us carefully as we model our thinking and notice what we do as readers. After our demonstration, we ask them to share what they noticed us doing. This focuses their attention, gives them an opportunity to participate, and increases their engagement" (2007). Mimi Miller, author of Literacy in Context: Choosing Instructional Strategies to Teach Reading in Content Areas for Students in Grades 5-12, describes the benefits this strategy offers. "The goal is for students to watch the proficient reader model this strategy, then practice while the teacher guides them, until the students eventually gain control over their own comprehension. When they are ready, they will be able to engage in self-monitoring as they independently attempt to understand challenging text" (2011). To be the most effective while using this strategy, follow the guidelines and tips below.
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In this video, an early elementary teacher is shown modeling her reading and thinking. Students interact with the teacher, answering questions and giving ideas.
In this video, Rick Kleine is shown working with his 5th grade students. Rick narrates the video, describing why he does what he does, and models specific reading strategies for his students.
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How can I use this Strategy?
Use this strategy with any students-- it can be used in reading courses with reading texts, or in science or social studies courses to model the technical reading required for those texts. Use this strategy in a math course, modeling the thinking required as you work through difficult problems.
Resources
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Incorporate Writing
To incorporate writing into this strategy, have students write observations they have while you model your reading. This is tied to CCSS.ELA-LITERACY.W.6.2, which says, "Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content" (English Language Arts, n.d.).
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References:
Beers, K. (2003). When kids can't read, what teachers can do: A guide for teachers, 6-12. Portsmouth, NH: Heinemann.
English Language Arts Standards » Writing » Grade 6. (n.d.). Retrieved May 18, 2015, from http://www.corestandards.org/ELA-Literacy/W/6/
Harvey, S., & Goudvis, A. (2007). Strategies that work teaching comprehension for understanding and engagement (2nd ed.). Portland, Me.: Stenhouse
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.
Beers, K. (2003). When kids can't read, what teachers can do: A guide for teachers, 6-12. Portsmouth, NH: Heinemann.
English Language Arts Standards » Writing » Grade 6. (n.d.). Retrieved May 18, 2015, from http://www.corestandards.org/ELA-Literacy/W/6/
Harvey, S., & Goudvis, A. (2007). Strategies that work teaching comprehension for understanding and engagement (2nd ed.). Portland, Me.: Stenhouse
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students grades 5-12. Boston: Pearson.