Think Aloud Planning Sheet

Name: Marisol Seyk-Malanche, Celina Villa, Olivia Champagne

Strategy: BDA: 3-2-1 Strategy
Content Area and ELA Standards:
● 8.RI.2 Determine a central idea of a text and analyze its development over the course of the

text, including its relationship to supporting ideas; provide an objective summary of the

text.

● 8.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and

research.

● 8.L.6 Acquire and use accurate grades‐appropriate general academic and domain‐specific

words and phrases; gather vocabulary knowledge when considering a word or phrase

important to comprehension or expression.

● 8.RL.1 Cite the textual evidence that most strongly supports an analysis of what the text

says explicitly as well as inferences drawn from the text.

Objective:
SWBAT: Demonstrate comprehension of appropriate details from an informational text to determine
what information is important and which information is not applicable.

Strategy Awareness & Explanation (Purpose for selecting the strategy)

How will they provide students with a clear picture of the why and how?

The 3-2-1 Strategy allows students to understand the importance of context clues,
inquiries of questions, and informational texts by analyzing the document at hand.
Additionally, this helps with concluding what information is important and information
that is not necessary to understand.

Strategy Demonstration & Modeling (Think Aloud)

How will you model, explain, practice, and reinforce the rules or procedures of the strategy?
Link to Document: https://time.com/6209432/climate-change-where-we-will-live/
 What the Text Says What I Say What Comprehension Strategy
I Model

“Over the next fifty years, Who do you think this climate Connection
hotter temperatures combined change epidemic will affect the
with more intense humidity are most? What generation?
set to make large swathes of
the globe lethal to live in.”

“The number of migrants has How many migrants is this Context Clues
doubled globally over the past now? How does this compare
decade, and the issue of what to the last few years, decades,
to do about rapidly increasing or even centuries?
populations of displaced
people will only become
greater and more urgent as the
planet heats.”

“There would be plenty of Why do governments state Question

room to house everyone on that their countries are full
earth in a single country—the when they have plenty of space
surface area of Canada alone is like this? What could be the
9.9 million square kilometers.” motivation behind this?

Guided Practice
How will you have students practice the strategy with support?

For the guided practice, students will have the assistance of the teacher through
modeling each step of the 3-2-1 strategy thoroughly, providing one example per step.

Strategy Application
How will students apply the strategy independently?

Students will go to the article and begin to read the article. While reading they have to
be able to find additional 3 important information from the article, find 2 connections
within the text and, find 1 question they may have with the text or the information
presented. Students will be working individually after the guided practice and will come
back the whole class after the students have finished.

Reflection
● How did the structure (awareness & explanation, demonstration & modeling, guided practice,
application) help support your instruction and student learning?
● How does this strategy support learning in your discipline specifically?
● What were your strengths, and areas for growth (please consider both your planning and your
instruction of the strategy).

Celina:
● The structure helped from the teacher perspective by being able to model the strategy for the
students to help engage them in the learning more by providing them with proper resources to
advance themselves and independently work to complete the assignment. Once modeling, the
students were able to apply the modeling to their own learning with peers having the same
knowledge.
● As an English discipline, modeling ANY strategy is important for students because it allows them
the opportunity to follow along without the pressure of making mistakes thus, when providing
the opportunity to do independent work there are fewer questions and more confidence that
the work being done is good!
● I think being an ELA discipline, I was able to quickly decide what assignments would pair well
with analyzation and context clues because being able to understand what assignments would
work well for your students is important because knowing your students is important as well.
Also during the instructions, explaining thoroughly to your students is important because if you
don’t explain it well, students will get lost which could ruin the whole assignment and lose the
students ultimately!
Olivia:
● This structure allowed us to scaffold student instruction, and allowed us to begin small with
teaching informational texts. Teaching informational texts is much easier if you can make the
connection between real life experiences that students can understand and relate to, and this
activity can be adaptable to any number of informational articles or texts. By using guided
instructions, it promotes student discussion and critical thinking between students and their
own connections to the text, personal connections that promote memory retention and
furthering their knowledge of how the world is changing around them.
● This strategy supports the English discipline because it directly applies to informational texts
and applicability to real life situations. Informational texts are almost always more difficult to
teach because they are, in short, boring. Students don’t engage with content they are not
interested in, so being able to connect to the content, because the real world connotations
affect them directly, they are more engaged and interested in the content.
● I feel that some areas of strength are the parts where the teacher leads instruction, I feel that
 student-led learning is almost always more difficult to moderate and present. I would like to
further work on promoting critical thinking in students and encouraging students discussing and
working together.

Marisol:
● Demonstrating the BDA strategy allows students to really understand what is asked of them
and gives them an idea on how their individual practice should look like. The modeling also
shows how to find important information which will then relate to the math context when we
get to the following lessons. It also allowed me as a future educator to see what works in the
classroom and how there are strategies that can be incorporated in the classroom and how
they can benefit from the strategies in class and use them for other classes. As a math
discipline, this strategy may not work as well with the content but I could definitely see that
other strategies could work for my specific discipline.
● In the planning and instruction piece, I found my strength to be explaining and being as detailed
as possible to make sure students are understanding what is being asked and the purpose of
the activity. My weakness being that I can get ahead of myself. I tend to have thoughts develop
in my head and can jump back and forth between ideas. That can really confuse students and
make the strategy unclear for them. Also some things that I have realized was how these
strategies can benefit the learning of the teachers and how they are also learning when
teaching the students. Some of the ah-has are noticing that there are so many resources that
help teachers and make learning different from other classrooms. Going from a different setting
of taking out your notes and follow along, to actual strategies that provide penetration to the
students learning is really eye opening and helpful.