thinkalouds

Breakout Session: Say Something and Think Aloud Strategies by Steven Simpson and Denise Rossmo-Wiegers

 * Think-Aloud Models **

Introduction & Background Explain how the project was started. After analyzing recent test scores from the Reading AFL, Mr. Simpson knew that many students needed more instruction in the area of Inference. He thought that using the Think-Aloud model may be the answer. We met with Mark Wilderman at our school and he helped us get started on planning our unit using Think-Alouds.

We explained to the students that we were starting a new project where we would be learning new reading strategies. Talk about the various things that good readers do while they are reading. They:


 * make predictions
 * make inferences
 * ask questions
 * make connections (to own past experience and to other text read)
 * visualize
 * question what they have read

Explain to students that when readers do these things, (listed above), it helps them to go beyond what is in the text, become more involved with the text, (emotionally as well), and helps them to see the author’s “big idea”.

Explain how the Think-Aloud works:
 * I read text aloud and tell you what I am thinking about as I read.
 * “making the invisible, visible”
 * may write out a script
 * use a different voice when doing the thinking aloud

__ The Weapon __ by Fredric Brown (Steve) Demonstrate Think-Aloud using short story, //The Weapon.// We modeled this for the students and did not ask for any input from them until after the modeling was finished.

__ The Zoo __ by Edward D. Hoch (Denise) Demonstrate Think-Aloud using short story, //The Zoo//. Again, this one was modeled for the students without getting feedback until after.

__ The Stranger __ by Chris Van Allsburg (Denise) As we discussed the idea of inference further with the students they realized that inferences can be made form images. We talked about picture books and how the pictures can provide “extra” information to the written text in the following ways:
 * It is helpful for young students who may not be able to read every word of text.
 * The images in picture books also allows the author to enrich the story while still keeping the text simple enough for young readers. (eg. The boy shouted, “Mom!” The meaning behind this simple text can be conveyed by including a picture of the boy crying to show how he is feeling.) Instead of the author having to use text to provide that information, the picture conveys the meaning. This helps in keeping text simple for young children.
 * Images in books can also convey mood and emotion as well.
 * Images, (as well as the cover), can also help establish main characters, setting, time, and place.

We showed different examples from various picture books, (//The Garden of Abdul// //Gasazi//), to illustrate these points.

Next, we showed students the book, //The Stranger//. We showed them the cover, read them the title, and told them who the author was. Then we showed them a power point of the pictures only. Students did not see, nor did they have any idea what the text was. Students were shown the entire power point first. Then we went through the power point one picture at a time. For each picture, students used a Double-Entry Journal to record:


 * what they saw in the picture (significant things)
 * what their “thinking voice” was telling them

__ The Red Book __ by Barbara Lehman (Steve) We showed this book to the students. We told them the title, the name of the author, and showed them the front cover and the back cover. We did not tell the students that the book was word-less. While looking at the front and back covers, students came to realize that they already knew something about the story. They knew that there were 2 characters and that the girl was the main character and the boy was secondary. Students were given photocopied pictures of the book, but they were all individual. In groups, students were to decide upon the order of the pictures and write a story using the images.

//Resources to Support Further Inquiry Into This Question//

 * The Weapon by Fredric Brown
 * The Zoo by Edward D. Hoch
 * The Stranger by Chris Van Allsburg
 * The Red Book by Barbara Lehman