Strategy Implementation Report #3A Think-Aloud (No ELs)

Name: Date: _ Grade Level: _______________

How does this strategy connect my content and language objectives? How does this strategy facilitate my students’ ability to access the
content? How does this strategy facilitate my students’ ability to comprehend the mentor text, build essential knowledge, or produce oral
or written discourse connected to the content objective? How does this strategy provide comprehensible input for my students?
Lesson Sequence:
Content Objective:
This should be a bulleted list that includes
one or more SEI strategies Students will learn how to make predictions prior to reading a book by analyzing the title and
illustrations from the book.
(Green Wilma, Frog in Space)
Students will make use of the think-aloud
Students will learn to think critically by making connections between their predictions and the
strategy to model making predictions outcome of the story.
in a text.

Language Objective: Language Objectives should be directly linked to the language skills students
will need to be successful in achieving the content objective.
Students will be able to predict what they are going to read out loud.
Students will analyze key details and refer to the text to support predictions.

Language Objective Differentiation for Proficiency Levels:

Students can identify text evidence for their predictions using introductory phrases with sentence
frames and word banks.
Students will make predictions about text content using precise verbs in the first person.
Targeted Tiered Vocabulary from Mentor Text or Source
Tier 2 & Tier 3 words should be integrated into student product/assessment.
Tier 1 words Tier 2 words Tier 3 words
Basic words most children know in their Essential to comprehension: i.e., process & Low frequency, content specific, typically
primary language: may include connectors or transition, specificity, sophistication found in a glossary in the back of a text
compounds polysemy, transitional terms, idioms, clusters,
cognates…
 Strategy Implementation Report #3A Think-Aloud (No ELs)

Tasty Departed
Hid Warp Retreat
Familiar Beam Booted
Flew Crept Overhead
Space Tick

Think-Aloud

1. Teacher models the think-aloud strategy by modeling a reader’s thinking process about the content and the language of a text.

2. Teachers model what they are thinking, what they are asking themselves, and how they are problem-solving/planning as they preview
the text.

3. Teachers make connections and set a purpose for reading

4. Teachers unpack their thinking and show ways to relate to the text integrating complex thinking processes entailed in reading
comprehension.

5. Teachers “thoughts” should be about text, content, tiered vocabulary, possible meanings, personal history/background, and predictions
of main idea or purpose.

6. Students work in pairs or trios and conduct their own think-alouds.

Please script out your think-aloud and summarize its content or linguistic focus:
 Strategy Implementation Report #3A Think-Aloud (No ELs)

Prior to this lesson, I will demonstrate the think-aloud technique before beginning this session, making sure to use the language will be
introduced. I will I'll explain why the word space is used more often than any other word.
Questions like: What is the meaning of this word to you?

Introduce the title: Frog in Space and ask students questions about the cover. This will prompt them to try and make connections between the
title and the cover about what they think happens in the story. Students will learn to make predictions of the outcome of the story by critically
making connections between their title, cover, and illustrations. Have a group or partner talk that will allow the students to share what they
predict.

Content and Concept Language Integration:

Each response should be a short paragraph that includes sufficient details.
How did this strategy make the content comprehensible to my students and how do I believe it would have made the content comprehensible
to ELs?

By using the seven-step strategy to pre-teach the vocabulary. By doing so students were, would be able to think critically and make connections.
This will allow the student to gain knowledge starting with the vocabulary first to gain understanding.

When I have an EL in my classroom, this strategy will help the EL(s) to produce academic language and discourse in the following ways:

They would be able to utilize strategies that were previously taught to better prepare the student to comprehend the story as well as
vocabulary.
 Strategy Implementation Report #3A Think-Aloud (No ELs)

When I have an EL in my classroom , these are the things I would need to change in this strategy to accommodate working with ELs to increase
their engagement and interaction with academic language:

I would try this strategy while creating a mystery out of it, perhaps introducing or making use of technology with more content-specific
vocabulary.