Nonfiction Think-Aloud Implementation LogUpdated Spring2015

Date:____March 2015________ School/Organization: High School

Name/Grade Level or Role: Stephan MarasCheck One: X I am using this log to plan or record notes for my lesson.

I am using this log as I observe my peer coaching partner. I am using this log as I observe a live or videotaped

demonstration during staff development..

Title, Author and Page Number(s) of Nonfiction Book Used: Cartoon from Des Moines Register, December, 2006

1. Concepts Addressed from Social Studies, Science, Mathematics, Other:

Language Arts: Standardized tests are considered necessary but the cartoon states the overall goal for teachers no matter what subject.

2. Concepts and Processes Represented/Modeled from Language Arts:

Inferring from cartoon by using text clues, my background knowledge to determine what the cartoonist is implying.

Think-alouds provide an opportunity to share with students your use of comprehension processes or strategies as you gather meaning from and use written text. This may include how you determine main idea or the author’s purpose, use the author’s organization of text, access and use prior knowledge, and how reading often creates new questions for us to answer. Essentially, you are modeling for students how you gather meaning from text, explicitly telling/modeling for students the strategy or comprehension process you are using to understand the author’s message. This also includes how you think about or approach the task of gathering meaning using that strategy.

3. How does the teacher model comprehension processes or strategies?

“All of you are aware that standardized tests are considered important in school districts, the state and the country. Having better scores each year is important but there is something I want you to take away from this political cartoon I am presenting today. I am going to reveal my thinking to you as I infer what the cartoonist is implying in this cartoon. I read the caption, ‘Which bubble should our kids be asked to fill in?’ When I looked at the two different sets of bubbles I understand that the overall goal is to fill your heads with knowledge as it is our responsibility to do so. We also can infer some other things regarding standardized tests and the look the student has on his face. Given the concepts of No Child Left Behind and the necessity to improve, I see there is a need to make sure students are instilled with knowledge to become critical thinkers in order to advance to upper grades and become self-sufficient survivors.”

4. What, if any, student application activity was used?

During guided practice, the students and teacher will discuss another cartoon about standardized tests describing what the cartoonist is implying even though he doesn’t tell us. Students will have the opportunity to reveal their thinking process as they make an inference.

Calhoun