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Century Literacies and Reading Apprenticeship
Faculty Teaching and Learning Academy

January, 2014

Dimensions of Reading Apprenticeship

Think Aloud
• Helps students to notice and say when they are confused, and use each other as resources for making meaning • Helps you to practice making your thinking visible, so you can model effective ways of reading texts in your discipline for students • Helps to give names to the cognitive strategies that we use to comprehend text • Helps to notice text structures and how we navigate various genres to build confidence, range, and stamina

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Think Aloud with Medical Terminology Textbook

Think Aloud in Pairs with “Key Terms”

Debrief Think Aloud
• What was the Think-Aloud experience like? • What did you notice you or your partner doing? • Could you see yourself trying a Think Aloud with your students and your class text(s)?
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Debrief Think Aloud

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Debrief Think Aloud

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Talking to the Text
This strategy is basically a think aloud on paper. It differs from think aloud in two key ways: • the individual reflection on the reading process is written, not spoken • the metacognitive conversation is delayed until after the individual reading and reflecting
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Talk to the Text with “Introduction”

Talk to the Text with Diagram

Debrief Talking to the Text
• How did it feel to Talk to the Text? • What similarities and differences did you notice about Thinking Aloud and Talking to the Text? • What might be some of the benefits and burdens of engaging students in Talking to the Text in your own classes?