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Aa Bb Cc Dd Ee Ff Gg Hh  English Language Learners in the Classroom: Strategies That Make a Difference Keith Pruitt, Ed.S. Words of Wisdom Educational Consulting www.woweducationalconsulting.com www.myspace.com/wowedu
Aa Bb Cc Dd Ee Ff Gg Hh  Agenda Discussion of six strategies within the framework of: Increasing Comprehensible Input Increasing Interaction Promoting Thinking Skills Interdependence Theory Schema Theory
Aa Bb Cc Dd Ee Ff Gg Hh  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Are some of your students still trying to figure out how to get over the fence while the rest are surging ahead?
What is Comprehensible Input?
What is the level of Understanding Here? ,[object Object],[object Object]
fi yuo cna raed tihs, yuo hvae a sgtrane mnid too  Cna yuo raed tihs? Olny 55 plepoe out of 100 can.  i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm.. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt!   Can You Read This?
The Greater the Comprehensible Input … … the greater the capacity to comprehend.
So which is more desirable? The student who reads every word? Or The student who understands the meaning?
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Jamika’s Story
Aa Bb Cc Dd Ee Ff Gg Hh  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Road On The Left By Keith Pruitt On my Tuesday drive through the country side, I happened on a road I had not previously seen.  It was on my left just past Conner’s store.  Even though I had been here many times, I had never noticed this road before and it seemed seldom driven as grass was grown waist high on the edges.  The treads of tires previously venturing down the lane were the only signs the path had been driven.  ∞  I can see that in my mind.  I can just see me driving down this dirt road and there is grass in the middle hitting on my car and the dust is flying and the weeds on the side of the road are up to my window.  Can you stand in your space and show your conversation partner how high you think the grass would be?  Remember, it is up to the window of my car. Turning down the road the grass between the tire ruts seemed short for a distance but soon became taller hitting the grill on my car.  It was obvious I had turned down a road where few had driven in recent days.  Over in the field was a house that appeared to be vacant.  ∞  If the house is  vacant  it means that no one is living there.  A smile crossed my face as memories from the past came rushing through my mind.  ∞  I think that this person has been to this house before.  I know this because the author says  memories came rushing through my mind .  A memory is based on something that has happened before to a person.  How would a person smile when they remember something they like.  What do you think the author means when he says  memories came rushing through my mind ?  Turn and Talk.
My mother had moved here as a child of five years old from their old house in Chicago.  She loved living here in the country.  She use to tell me of swinging on an old tire hung by a rope from a tree.  Well, I wonder if that is the tree over yonder.  “Look the old rope is still there,” I called to the air. When I was but five years old, I remember coming to visit grandmother.  She would be sitting on the porch in her rocker just knitting and singing.  “I’ll fly away, oh glory, I’ll fly away,” I mumbled the words still remembering the old hymn she loved so much.  My face lit up with the warmth of these remembrances.  Fifty years had gone by, but it was as though it were yesterday.  ∞  Have you ever moved far away from your house?  What do you think it would look like if you went back? The house looked to be in fairly good shape.  It needed a coat of paint and a few boards had come loose.  Otherwise, it had survived the years rather well.  Mr. Corbin told me the last people to live at Shiloh Valley were the Hendricks.  They had both been dead now only a couple of years.  I guess they did right well by the place.  It looked better than I had supposed. I opened the door and grabbed my box of supplies and began up the steps.  The movers would be here in a week.  There was a lot to be done in such a short time.  I had come home. What do you think the person is going to do with the house?
Aa Bb Cc Dd Ee Ff Gg Hh  ,[object Object],[object Object],[object Object],[object Object]
Aa Bb Cc Dd Ee Ff Gg Hh  Strategies Used: TPR Cooperative Learning Visualization Alternative Text
Aa Bb Cc Dd Ee Ff Gg Hh  Preview View Review David and Yvonne Freeman,  Closing the Achievement Gap  and others.
Preview Using Story Mapping Build schema with Visual Anchor Visual Transference
Aa Bb Cc Dd Ee Ff Gg Hh
[object Object],[object Object],[object Object],[object Object],Aa Bb Cc Dd Ee Ff Gg Hh
Connected  Comprehension Instruction The Keys to Comprehension Instruction is getting students to THINK! Literacy by Design, Rigby, Linda Hoyt, 2008
1. Read, Cover, Remember, Retell 2. Say Something  3. Partner Jigsaw 4. Two-Word 5. Reverse Think-Aloud Interactive Reading Techniques The Power of Peer Learning Literacy by Design, Rigby, Linda Hoyt, 2008
Aa Bb Cc Dd Ee Ff Gg Hh  Visualization And Creating Schema
How Is Schema Created? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Work of J R Anderson Sensory Memory Working Memory Discards OR Permanent Memory Files Anderson, J.R. (1995).  Learning and memory: An integrated approach.  New York: John Wiley & Sons How Does The Brain Work?
[object Object],What words come to your mind as you look at this picture?  Turn and Talk
How About Now? What Schema Do You Have For This Picture? Can you transfer your learning? Can you adopt new schemes for this if I give you information?
Beck, McKeown, Kucan ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Working With Vocabulary ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Comforting - Something or someone that is comforting makes you feel good when you are sad or hurt.   Beck & McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004 Further explain by putting the word in a context. A warm cup of tea is comforting when my throat hurts. My dog feels comforting when I am hurt.
Using Vocabulary Journals ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
 
By creating the visual representation, they are making the learning concrete by making permanent memory files. Why is this important?
Hooking The Learning ,[object Object],[object Object],[object Object],[object Object],[object Object]
Do Not Under-estimate the power of a picture. The Heart of the Tulip By Keith Pruitt
[object Object],Beck and McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004
scheming The cats were  scheming  against the birds.
Invisible Beck and McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004
Fatigue The bear was very fatigued from walking so far.
Icon Michael Phelps is an Icon of Olympic swimming.
Spider Would this be helpful in a Science lesson? ©Keith Pruitt, Art by Keith
Open For Discussion ,[object Object],[object Object],[object Object],[object Object]
Reflection allows a refinement of understanding.  It permits the memory file to be adjusted to incorporate new understandings.
http://www.gamequarium.com/evocabulary.html http://eslbears.homestead.com/Contact_Info.html http://www.manythings.org/lulu/
Games on Facebook
 
EAT ATE Will Eat A Graphic Way of Showing Tense Past Present Future
Use graphic organizers to help students use the words in meaningful contexts Drinking warm tea when my throat  hurts Holding my cat in my lap A warm blanket on a cold night Comforting
Aa Bb Cc Dd Ee Ff Gg Hh  Use Slam Board greedy chunky formulated marginal fleet
Check the box that matches the meaning of the word at the top comforting Sandpaper A blanket Being hit Versatile Sing and dance Play piano Read a book Companionship A stranger Someone in Another city A Pet Fashionable Hoop Skirt Tailored suit Coveralls
Aa Bb Cc Dd Ee Ff Gg Hh  Exploding The Vocabulary ,[object Object],[object Object],[object Object]
So  work  becomes Works Worker Worked Working Will Work Labor Job Employment Exert Lazy A Word Tree Starts with Base Word
Using Word Tree ,[object Object],[object Object],[object Object],[object Object],[object Object]
Aa Bb Cc Dd Ee Ff Gg Hh  You Try It Here are some common words taught.  What other words may we teach in conjunction with these: Glimmer Vast Artistic Disturb
Aa Bb Cc Dd Ee Ff Gg Hh  ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
Aa Bb Cc Dd Ee Ff Gg Hh  After modeling a sorting activity with students, in centers have students do sorting activities on dry erase boards, on magnetic boards, or using a card sort activity. Remember, practice is the key to ownership.
Aa Bb Cc Dd Ee Ff Gg Hh  Using Alternative Text What is the Zone of Proximal Development and what role does it play in selecting text for students? TURN and TALK
Aa Bb Cc Dd Ee Ff Gg Hh  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Aa Bb Cc Dd Ee Ff Gg Hh  Leveling Systems Hirschian System-  Below  On  Above Categorical System- A B C= Kindergarten Incremental System- Read. Recovery, PM 3 C Pre-primer Kinder 2 C Readiness Kinder 1 B Readiness Kinder A B A Readiness Kinder
Aa Bb Cc Dd Ee Ff Gg Hh  Increasing Fluency is A Matter Of Practice!
Aa Bb Cc Dd Ee Ff Gg Hh  Does Fluency Make A Difference? The teacher said the principal is the best in the district. What is the meaning?
Aa Bb Cc Dd Ee Ff Gg Hh  Does Fluency Make A Difference? “ The teacher,” said the principal “is the best in the district.” What is the meaning?
Aa Bb Cc Dd Ee Ff Gg Hh  Recipe for Fluency Success Step 1:  Read the story to children. Step 2:  Have students listen to story with CD or cassette Step 3:  Have student read 1 minute reading to teacher Step 4:  Have students buddy read Step 5:  Students should read to themselves Based on Tim Shanahan model, Elements of Reading Fluency, Steck Vaughn, 2004
Aa Bb Cc Dd Ee Ff Gg Hh  Goals for Reading If students read 1 book a week=32 books/yr If students read 2 books a week=64 books/yr If students read 3 books a week=96 books/yr If each book averages 130 words, how many new words would they read at 1:10. Building stamina builds vocabulary, fluency and comprehension.
Aa Bb Cc Dd Ee Ff Gg Hh  Consider what it is like to be an ELL student struggling to make meaning of what is being said in the classroom.
Aa Bb Cc Dd Ee Ff Gg Hh  Cummins’ Interdependence Theory To the extent that instruction in Lx is effective in promoting proficiency in Lx, transfer of this proficiency to Ly will occur provided there is adequate exposure to Ly (either in school or environment) and adequate motivation to learn Ly. --J. Cummins, 1981.  “The Role of Primary Language Development in Promoting Educational Success for Language Minority Students.”  In  Schooling and Language Minority Students: A Theoretical Framework .  P. 29
What Do ELL Students Need? ,[object Object],[object Object]
Background Transfer Chart CLOCK CUP FORK Is This In  My Language? What I Know About Word English  Word
Background Transfer Chart CLOCK CUP FORK 叉 ; 耙  Eat 杯子  Drink coffee 时钟   Tell Time Is This In  My Language? What I Know About Word English  Word
Background Transfer Chart CLOCK CUP FORK tenedor Food copa  Coca reloj Time Is This In  My Language? What I Know About Word English  Word
Creating New Schema ,[object Object],[object Object],[object Object]
Spanish Cognates ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Aa Bb Cc Dd Ee Ff Gg Hh  Today’s discussion has begun a process. What teachers do in the classroom makes all the difference. We can not loose our focus!
Aa Bb Cc Dd Ee Ff Gg Hh
The Teacher I taught a child to read today, Aren’t I a lucky soul; And now a world has opened up, The child can now be whole. He’ll run and play as others do, But more will be his call; By opening up a book at play, He’ll stand so sure and tall. A preacher, teacher, scientist perhaps, Someday his task will be; But it all began one simple day, When I taught Joe how to read . Keith Pruitt ©2009
Words of Wisdom Educational Consulting Keith Pruitt www.educationalconsulting.com www.myspace.com/wowedu

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English Language Learners in the Classroom: Strategies That Make A Difference

  • 1. Aa Bb Cc Dd Ee Ff Gg Hh English Language Learners in the Classroom: Strategies That Make a Difference Keith Pruitt, Ed.S. Words of Wisdom Educational Consulting www.woweducationalconsulting.com www.myspace.com/wowedu
  • 2. Aa Bb Cc Dd Ee Ff Gg Hh Agenda Discussion of six strategies within the framework of: Increasing Comprehensible Input Increasing Interaction Promoting Thinking Skills Interdependence Theory Schema Theory
  • 3.
  • 4. Are some of your students still trying to figure out how to get over the fence while the rest are surging ahead?
  • 6.
  • 7. fi yuo cna raed tihs, yuo hvae a sgtrane mnid too Cna yuo raed tihs? Olny 55 plepoe out of 100 can. i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm.. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt! Can You Read This?
  • 8. The Greater the Comprehensible Input … … the greater the capacity to comprehend.
  • 9. So which is more desirable? The student who reads every word? Or The student who understands the meaning?
  • 10.
  • 11.
  • 12. The Road On The Left By Keith Pruitt On my Tuesday drive through the country side, I happened on a road I had not previously seen. It was on my left just past Conner’s store. Even though I had been here many times, I had never noticed this road before and it seemed seldom driven as grass was grown waist high on the edges. The treads of tires previously venturing down the lane were the only signs the path had been driven. ∞ I can see that in my mind. I can just see me driving down this dirt road and there is grass in the middle hitting on my car and the dust is flying and the weeds on the side of the road are up to my window. Can you stand in your space and show your conversation partner how high you think the grass would be? Remember, it is up to the window of my car. Turning down the road the grass between the tire ruts seemed short for a distance but soon became taller hitting the grill on my car. It was obvious I had turned down a road where few had driven in recent days. Over in the field was a house that appeared to be vacant. ∞ If the house is vacant it means that no one is living there. A smile crossed my face as memories from the past came rushing through my mind. ∞ I think that this person has been to this house before. I know this because the author says memories came rushing through my mind . A memory is based on something that has happened before to a person. How would a person smile when they remember something they like. What do you think the author means when he says memories came rushing through my mind ? Turn and Talk.
  • 13. My mother had moved here as a child of five years old from their old house in Chicago. She loved living here in the country. She use to tell me of swinging on an old tire hung by a rope from a tree. Well, I wonder if that is the tree over yonder. “Look the old rope is still there,” I called to the air. When I was but five years old, I remember coming to visit grandmother. She would be sitting on the porch in her rocker just knitting and singing. “I’ll fly away, oh glory, I’ll fly away,” I mumbled the words still remembering the old hymn she loved so much. My face lit up with the warmth of these remembrances. Fifty years had gone by, but it was as though it were yesterday. ∞ Have you ever moved far away from your house? What do you think it would look like if you went back? The house looked to be in fairly good shape. It needed a coat of paint and a few boards had come loose. Otherwise, it had survived the years rather well. Mr. Corbin told me the last people to live at Shiloh Valley were the Hendricks. They had both been dead now only a couple of years. I guess they did right well by the place. It looked better than I had supposed. I opened the door and grabbed my box of supplies and began up the steps. The movers would be here in a week. There was a lot to be done in such a short time. I had come home. What do you think the person is going to do with the house?
  • 14.
  • 15. Aa Bb Cc Dd Ee Ff Gg Hh Strategies Used: TPR Cooperative Learning Visualization Alternative Text
  • 16. Aa Bb Cc Dd Ee Ff Gg Hh Preview View Review David and Yvonne Freeman, Closing the Achievement Gap and others.
  • 17. Preview Using Story Mapping Build schema with Visual Anchor Visual Transference
  • 18. Aa Bb Cc Dd Ee Ff Gg Hh
  • 19.
  • 20. Connected Comprehension Instruction The Keys to Comprehension Instruction is getting students to THINK! Literacy by Design, Rigby, Linda Hoyt, 2008
  • 21. 1. Read, Cover, Remember, Retell 2. Say Something 3. Partner Jigsaw 4. Two-Word 5. Reverse Think-Aloud Interactive Reading Techniques The Power of Peer Learning Literacy by Design, Rigby, Linda Hoyt, 2008
  • 22. Aa Bb Cc Dd Ee Ff Gg Hh Visualization And Creating Schema
  • 23.
  • 24. The Work of J R Anderson Sensory Memory Working Memory Discards OR Permanent Memory Files Anderson, J.R. (1995). Learning and memory: An integrated approach. New York: John Wiley & Sons How Does The Brain Work?
  • 25.
  • 26. How About Now? What Schema Do You Have For This Picture? Can you transfer your learning? Can you adopt new schemes for this if I give you information?
  • 27.
  • 28.
  • 29. Comforting - Something or someone that is comforting makes you feel good when you are sad or hurt. Beck & McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004 Further explain by putting the word in a context. A warm cup of tea is comforting when my throat hurts. My dog feels comforting when I am hurt.
  • 30.
  • 31.  
  • 32. By creating the visual representation, they are making the learning concrete by making permanent memory files. Why is this important?
  • 33.
  • 34. Do Not Under-estimate the power of a picture. The Heart of the Tulip By Keith Pruitt
  • 35.
  • 36. scheming The cats were scheming against the birds.
  • 37. Invisible Beck and McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004
  • 38. Fatigue The bear was very fatigued from walking so far.
  • 39. Icon Michael Phelps is an Icon of Olympic swimming.
  • 40. Spider Would this be helpful in a Science lesson? ©Keith Pruitt, Art by Keith
  • 41.
  • 42. Reflection allows a refinement of understanding. It permits the memory file to be adjusted to incorporate new understandings.
  • 45.  
  • 46. EAT ATE Will Eat A Graphic Way of Showing Tense Past Present Future
  • 47. Use graphic organizers to help students use the words in meaningful contexts Drinking warm tea when my throat hurts Holding my cat in my lap A warm blanket on a cold night Comforting
  • 48. Aa Bb Cc Dd Ee Ff Gg Hh Use Slam Board greedy chunky formulated marginal fleet
  • 49. Check the box that matches the meaning of the word at the top comforting Sandpaper A blanket Being hit Versatile Sing and dance Play piano Read a book Companionship A stranger Someone in Another city A Pet Fashionable Hoop Skirt Tailored suit Coveralls
  • 50.
  • 51. So work becomes Works Worker Worked Working Will Work Labor Job Employment Exert Lazy A Word Tree Starts with Base Word
  • 52.
  • 53. Aa Bb Cc Dd Ee Ff Gg Hh You Try It Here are some common words taught. What other words may we teach in conjunction with these: Glimmer Vast Artistic Disturb
  • 54.
  • 55.
  • 56. Aa Bb Cc Dd Ee Ff Gg Hh After modeling a sorting activity with students, in centers have students do sorting activities on dry erase boards, on magnetic boards, or using a card sort activity. Remember, practice is the key to ownership.
  • 57. Aa Bb Cc Dd Ee Ff Gg Hh Using Alternative Text What is the Zone of Proximal Development and what role does it play in selecting text for students? TURN and TALK
  • 58.
  • 59. Aa Bb Cc Dd Ee Ff Gg Hh Leveling Systems Hirschian System- Below On Above Categorical System- A B C= Kindergarten Incremental System- Read. Recovery, PM 3 C Pre-primer Kinder 2 C Readiness Kinder 1 B Readiness Kinder A B A Readiness Kinder
  • 60. Aa Bb Cc Dd Ee Ff Gg Hh Increasing Fluency is A Matter Of Practice!
  • 61. Aa Bb Cc Dd Ee Ff Gg Hh Does Fluency Make A Difference? The teacher said the principal is the best in the district. What is the meaning?
  • 62. Aa Bb Cc Dd Ee Ff Gg Hh Does Fluency Make A Difference? “ The teacher,” said the principal “is the best in the district.” What is the meaning?
  • 63. Aa Bb Cc Dd Ee Ff Gg Hh Recipe for Fluency Success Step 1: Read the story to children. Step 2: Have students listen to story with CD or cassette Step 3: Have student read 1 minute reading to teacher Step 4: Have students buddy read Step 5: Students should read to themselves Based on Tim Shanahan model, Elements of Reading Fluency, Steck Vaughn, 2004
  • 64. Aa Bb Cc Dd Ee Ff Gg Hh Goals for Reading If students read 1 book a week=32 books/yr If students read 2 books a week=64 books/yr If students read 3 books a week=96 books/yr If each book averages 130 words, how many new words would they read at 1:10. Building stamina builds vocabulary, fluency and comprehension.
  • 65. Aa Bb Cc Dd Ee Ff Gg Hh Consider what it is like to be an ELL student struggling to make meaning of what is being said in the classroom.
  • 66. Aa Bb Cc Dd Ee Ff Gg Hh Cummins’ Interdependence Theory To the extent that instruction in Lx is effective in promoting proficiency in Lx, transfer of this proficiency to Ly will occur provided there is adequate exposure to Ly (either in school or environment) and adequate motivation to learn Ly. --J. Cummins, 1981. “The Role of Primary Language Development in Promoting Educational Success for Language Minority Students.” In Schooling and Language Minority Students: A Theoretical Framework . P. 29
  • 67.
  • 68. Background Transfer Chart CLOCK CUP FORK Is This In My Language? What I Know About Word English Word
  • 69. Background Transfer Chart CLOCK CUP FORK 叉 ; 耙 Eat 杯子 Drink coffee 时钟  Tell Time Is This In My Language? What I Know About Word English Word
  • 70. Background Transfer Chart CLOCK CUP FORK tenedor Food copa Coca reloj Time Is This In My Language? What I Know About Word English Word
  • 71.
  • 72.
  • 73. Aa Bb Cc Dd Ee Ff Gg Hh Today’s discussion has begun a process. What teachers do in the classroom makes all the difference. We can not loose our focus!
  • 74. Aa Bb Cc Dd Ee Ff Gg Hh
  • 75. The Teacher I taught a child to read today, Aren’t I a lucky soul; And now a world has opened up, The child can now be whole. He’ll run and play as others do, But more will be his call; By opening up a book at play, He’ll stand so sure and tall. A preacher, teacher, scientist perhaps, Someday his task will be; But it all began one simple day, When I taught Joe how to read . Keith Pruitt ©2009
  • 76. Words of Wisdom Educational Consulting Keith Pruitt www.educationalconsulting.com www.myspace.com/wowedu

Editor's Notes

  1. Remind participants that during Read and Comprehend, students will be using this path of connected comprehension through the modes of instruction detailed in the gradual release of responsibility ACTIVITY: Tell participants that you will now model a think aloud, think along, and think together. YOU WILL NEED PREPARE THE DEMO BASED ON YOUR GRADE LEVEL!!! USE THE THEME FROM THE COMMITTEE SAMPLER (THIS IS THE THEME FROM THE PREVIEW BOOK). GRADES K-2 ONLY Think Aloud and Think Along Use the Shared Reading Book to model both the Think Aloud and Think Along. Explain that you will be modeling both a think aloud and think along from this one selection; but in the real sequence of instruction, the students will have already been exposed to the strategy with the modeled reading by receiving a think aloud in the modeled reading. During the modeled reading the teacher is simply “modeling” and exposing the students to the strategy during the think aloud. When moving in to Shared Reading the strategy is explicitly introduced through a Think Aloud and then Students are invited to “Think Along” with the Teacher. Use the teachers notes from the shared reading (Lesson 4) to model the Think Aloud and Think Along. Think Together Next, discuss the think together portion. This happens during interactive reading. The teacher first engages the class in a “think along” on portions of the selection and then asks the students to read parts of the story together while participating in a “think together”. Do NOT model this, simple explain what would happen. Use Lesson 9 to support you in your planning for this. GRADES 3-5 ONLY Think Aloud and Think Along Use the Shared Reading Story to model both the Think Aloud and Think Along. Explain that you will be modeling both a think aloud and think along from this one selection; but in the real sequence of instruction, the students will have already been exposed to the strategy with the modeled reading by receiving a think aloud in the modeled reading. During the modeled reading the teacher is simply “modeling” and exposing the students to the strategy during the think aloud. When moving in to Shared Reading the strategy is explicitly introduced through a Think Aloud and then Students are invited to “Think Along” with the Teacher. Use the teachers notes from the shared reading (Lesson 3) to model the Think Aloud and Think Along. Think Together Next discuss the think together portion. This happens during interactive reading. The teacher first engages the class in a “think along” on portions of the selection (Lesson 4) and then asks the students to read parts of the story together while participating in a “think together” ( Lesson 5). Do NOT model this part, use both Lesson 4 and 5 to help you explain.
  2. Explain that during Interactive Reading these are the techniques students will use. (This is in their Learning log on page 4) Briefly share what each of these techniques entail using the notes below. 1. Read, Cover, Remember, Retell Technique: Partners alternate reading only as much text as their hand can cover, covering the text with their hand, and then retelling the contents of the text to their partner. 2. Say Something Technique: Students are asked to take turns reading a section of text, covering it up, and then saying something about it to their partner. This differs from Read, Cover, Remember, Retell in that what the student says to their partner can be more than a straight retell of the contents – it can be any thought or idea they have in response to the text. 3. Partner Jigsaw Technique: This technique is particularly applicable to nonfiction selections such as articles that can be easily divided into sections. Partners are each assigned a specific section of text to read. Then partners debrief with another set of partners in order to learn about the parts of the selection they did not read. 4. Two-Word Technique: Partners read a selection together. Then they both use a sticky note to write only two words that reflect their thinking about the text. Children then take turns reading their words to their partner, explaining why they chose the words they did and how the words relate to the selection or to their own lives. 5. Reverse Think-Aloud Technique: One partner follows along silently while the other partner reads aloud. The student following along selects a point in the text to stop the other student and ask a question about what he or she is thinking about the text at that moment. Partners then reverse roles.