Technique File

Produced by: Kelly Diekemper

Double Entry Journal (DEJ) Researcher: Marzano Technique Description Double Entry Journals (DEJs) help students study concepts or vocabulary, express opinions, and even justify an opinion using text. Additionally, DEJs help students to understand and respond to the information that they are reading. The double entry journal is comprised of a sheet of paper (any size) that is split into two columns. These two columns comprise a journal. Each column holds different types of information. For example, the left column allows the student to write specific pieces of information from the text. This may be a main idea, a quotation, or perhaps an important definition. Students choose to write information in the left column that they would like to expand upon further, question, or better understand. The right column allows the student to make connections, record reflections, and create analyses of the information that was written in the left column. This Technique Will Help Students in the Following Ways This technique helps students in a number of different ways. First, it helps students digest and break down difficult content. Secondly, it also helps students organize their notes and reflections from a particular text. This technique provides students with an automatic way to gather notes, quotations, and thoughts all in one place. Not only that, but it also allows students to create their very own study guides for class and content specific material. How I would Introduce This In My Classroom: In my classroom, I would like to first structure DEJs as a way for students to take notes in the classroom from day to day. In my classroom, I think I could easily model and scaffold for my students the two different columns: left and right, along with their functions on the DEJ. If I were to design their functions, I would demonstrate the left column as an area to take specific notes from class. As for the right column, I would have students journal their connections to the material or major points from lecture. I would also encourage students to jot down ways that they could apply this material, whether that may be to themselves, to a previous text they have read, or perhaps into their daily lives. Not only does this encourage students to engage in higher order thinking, but it also helps them realize connections beyond the text, making the content more relevant for students. With This Technique, I Could Assess Students By Although this particular technique should not necessarily be assessed for a grade, there are still other ways to incorporate DEJs and assessment. Because there is no right or wrong way to take notes, and make connections to the text, one idea to incorporate assessment with the DEJ is by including some sort of writing component. The first idea is by including an exit slip writing prompt at the end of the DEJ form. Additionally, Most Valuable Points (MVPs) can be included on the back for an assessment grade. This may be organized into a type of graphic organizer, or four square. Finally, DEJs can include an area for a Synthesis of Learning. This allows students to reflect and evaluate what they have

learned and with what they already knew. This allows students to utilize the information in the DEJ and put in their own words precisely what they have learned. Implementing This Technique In My Content Area With my own students one day, I would like to be able to implement this technique with both my English Language Learners (ELL) and Special Education (SPED) students. As a potential educator for ELLs, the DEJ allows so many different opportunities for differentiation and adjustment, regardless of where the student falls in language proficiency: L1, L2, L3, L4, L5, or English Language Proficient. As for my SPED students, having the opportunity to teach my students transferrable skills, such as organizing and note taking, is something that they can transfer across content areas, and even continuing through the higher grades of secondary education. Also, with my SPED students, it would be very easy to provide scaffolding, such a providing examples, altering the size of the DEJ, or providing feedback to my students notes and real-world connections.

Student Name: __________________________________________ Todays Date: __________________________________________

Double Entry Journal

Malala The Powerful Major Ideas from the Text: Malala is a young girl who comes from Pakistan, who undergoes a tragic experience. My Reactions & Connections: For me, it was hard to believe that she was only 15 years old. She is only a few years younger than I, and has seen so many more tragic things that I could even imagine.

Malala comes from Mingora, which is a city in the Swat Valley. Unfortunately, this area has now become a war zone.

After reading about her home life, its no wonder that life is challenging for Malala and her family. I think I can sometimes take for granted how safe and secure I am living her in the United States. I wonder how differently it would be to attend an all girls school. Although I often complain about homework and getting up early, I cannot imagine not having the structure and routine of going to school, let alone the luxury of seeing my friends daily. I really admire Malalas courage, and her optimistic attitude on life. Even though her learning and skulls have suffered immensely, she hopes to still help out children, and work on improving education. She is certainly a role model and inspiration for all of us.

In January 2009 all of the girls schools were closed. Before the closing, school was such an important part of Malalas life, a luxury that she took for granted.

Malala realized that amongst the chaos, she, too, possessed a weapon her voice. Although its been nearly a year since the shooting, her life has changed dramatically.

Synthesis of Learning (Combining what I learned + What I already knew = Creating Something Different in my own thoughts & words):

Text Tagging (Coding Text) Technique Description When students partake in text tagging, also known as coding text, it encourages students to engage in a metacognitive strategy that helps students monitor their comprehension while reading. Something that is very common amongst struggling readers is for students to wonder with text. By encouraging students to utilize the system of text tagging, students have a better chance to stay engaged and on task while working with text. This technique allows students to monitor their own understanding as they read. Additionally, it assists in fixing problems as they occur. Text tagging take places with the teacher creates a specific code to use. The teacher creates it specific codes or symbols that will assist students in identifying the desired responses and key components from the text. Examples of codes include symbols, letters, graphics, or color coding when identifying features. This Technique Will Help Students in the Following Ways There are a number of benefits for all learners. For example, it helps students remain focused while reading. It encourages the students to read the entire text. Text tagging also allows students to engage in kinesthetic learning while using manipulative. This technique also has benefits for independent or homework assigned reading because students are more able to engage in follow-up discussion because they are more prepared due to tagging/marking the text in advance. Lastly, this technique can help the whole class because it builds a reading community because each student is actively engaged in the reading process. How I would Introduce This In My Classroom When introducing text tagging in my classroom, I would ensure that extensive modeling and scaffolding was provided. We would first practice this as a whole class, students would practice it in groups, and they would practice together, and eventually do it with full independence. In my classroom, I would introduce a passage or article to the class. Next, I would present questions or generalized statements. This could be in the form of an overhead prompt, chart paper, or perhaps right on their article itself. Next, I would provide students with sticky notes (for textbooks), markers/highlighters, or a code in which they could engage in the tagging. Then, students would be instructed to work alone or in pairs to read the passage and tag the text. Next, the whole class would be engaged in classroom discussed about how students tagged for each questions, generalized statement, or prompt. While in small groups, students would compare the different components that they tagged, and discuss their answers. Lastly, we would conclude the activity by processing the effectiveness of using this strategy as students. For example, I may ask guiding questions such how did the strategy of Text Tagging help you understand what the passage was saying? This could either be an all-class discussion, or an easy exit slip or writing prompt for students to reflect on. With This Technique, I Could Assess Students By This technique could be easily assessed in a number of different ways. For example, a quick daily assessment of students completing this could be through simply doing a walk through down the rows, or visiting the table groups in the classroom. It would be very easy

to determine whether or not students engaged in the activity. Another method of assessment could be for students to actually assess their peers. During a quick 3-5 minute warm up activity, students could exchange papers and could utilize a quick checklist or rubric to determine whether or not their partner successfully completed the activity. Lastly, students could turn in their copy of the text or article and the teacher could assess whether or not the student completed the task to the best of their ability. It would be very easy for the teacher to provide written feedback and commentary on what the student chose to tag. Implementing This Technique In My Content Area Regardless of the grade level, ability, or differentiated needs of my students, I know that I could utilize text tagging across content areas for a text materials. After knowing the specific needs of my students, I could easily determine if color-coding would be appropriate or not. For example, it may not be beneficial to one of my SPED students that may suffer from a visual impairment, but it may be useful when working with any of my English Language Learners. Depending on the grade level, I would be selective when choosing what particular code I may use. For example, if one of my groups of students was more in tune with graphics, I may encourage them to utilize the following for their code: + for new information to remember, ? for an idea that needs clarification, ( ) for information that stretching his/her thinking, and a lightning bolt for an idea that may be useful. However, for another specific group of students, I may choose to have students implement a more straightforward code: ? for questions they may have, A for something they agree with, D for something they may disagree with, ! for an interesting or important point, or C for something confusing in the text.

Readers Theatre Technique Description Readers Theatre in an interpretive activity that allows readers to utilize their voices by bringing characters and content to life. Readers Theatre is extremely beneficial because it offers students the opportunity also practice a variety of skills within the realm of fluency. As each student participates, they become performers, working towards a goals of reading a script aloud, while enabling their audience to visualize their actions, the literal text at a deeper level. Because there are so many opportunities for participation, it is a great activity to engage the entire class in. Depending on the type of text that may be used, several students ensure the success of the Readers Theatre by acting as a character, commentator, or even a narrator. This Technique Will Help Students in the Following Ways When Readers Theatre is executing in a classroom, it provides students various different models of fluent reading. When hearing another readers voice, students are able to make sense of the text. Because Readers Theatre centralizes on the various components of fluency, it is easy to engage students in the practice of pacing, phrasing, smoothness, and expression. Another great benefit of Readers Theatre is that students have the chance to receive immediate feedback as they engage in this strategy. Students feel more accountable, as they work with peers, and it certainly helps create the best collaborative learning community possible. This technique also allows students to actively participate in literary text, and has been proven to be much more engaging than traditional types of reading activities. How I would Introduce This In My Classroom In my own classroom, I would plan a Readers Theatre with a specific structure set in place. First, I would provide students with mini-lessons on a specific aspect of fluency. After completing this mini-lesson, I would have students read the text silently or with a partner. Depending on time constraints, I would also allow students opportunities to take the actual script home for further practice outside of the classroom. Next, I would have my students practice reading the script aloud, ensuring that students were taking turns in various different roles. I would hope that this would best help acquaint them with the material. The following day, I would have students practice reading the script aloud again, and assign students the specific role that they will have for the all-class performance. Lastly, students would perform the Readers Theatre for the whole class, or perhaps another audience. With This Technique, I Could Assess Students By Because Readers Theatre is quite different from most literacy activities, so, too, must the assessment be reflective of this unique technique. Because the ultimate goal of this technique is to engage students through their creative active skills, use of fluency, and read alouds, there is not a specific correct or incorrect method of assessing students. In my own opinion, I would have students be somewhat graded on their participation in the activity. However, I think the best way for students to be assessed would be through self and peer evaluation. Students could have the 4 factors listed on a small sheet of paper. From there,

students could rank 1-5 how well they exhibited a particular aspect of fluency (pace, phrasing, expression, or smoothness). This would be a great way for students to assess where they currently are, and they could even follow up with a writing prompt indicating where they would like to improve in the future. Going along with that, peers would be practicing constructive feedback, both in giving and receiving from their peers. Implementing This Technique In My Content Area There are so many benefits to implementing Readers Theatre in the classroom. For one, it is something that can be differentiated to any students needs, abilities, or language level. Text can be chosen that it is interactive and engaging. As a future educator, I acknowledge that as a ESL/SPED teacher, that I may often have to teach content that is outside of my content area per say. Because of the benefits of Readers Theatre, I can easily create an interactive literacy lesson, or have students engage in an event-filled Readers Theatre on the Declaration of Independence. Personally, I would also like to utilize Readers Theatres for historical documents or taboo topics. I think having students engage in controversial, or compelling material could have several benefits when students are literally filling the shoes of those involved in the text.

Alpha Boxes Researcher Hoyt Technique Description An alpha box provides students with an extremely useful and unique way of gathering information and organized it alphabetically. In essence, an alpha box is a visual display of words that is brainstormed or gathered before, during, or after reading a text. Learners can engage in this process as individuals, or with partners as they brainstorm important points in a story and place them into the appropriate box. The alpha box is just the beginning of generating ideas and discussion amongst students. The alpha box is a generative tool that can be used across all subjects and across all different learners. While the alpha box is just the beginning, it also allows the whole class to engage in partner, group, or whole class discussion, which may centralize around the comprehension or understanding of the text. This Technique Will Help Students in the Following Ways The alpha box technique is the epitome of assisting students with organization and critical information. Alpha boxes, regardless of their size, or specific purpose, can be helpful from a complex text, to gathering information over the course of an entire semester, or even yearlong class. This technique is so beneficial because it is so versatile, and offers students so many opportunities to transfer these skills independently across higher-grade levels and class subjects. How I would Introduce This In My Classroom When implementing alpha boxes in my classroom, there are some specific considerations that I would take into account. First, I would be sure to model the whole process by having my very own alpha box displayed in the classroom. This would be much larger than the alpha box that students would individually fill out, but it would be part of the environment print in the classroom. Each week, and as necessary (daily), I would update this so that students could follow along and check their boxes thus far. The first step once modeling was completed would be to have students write word in their individual alpha boxes, followed by reflecting on how each word relates to the text. Secondly, after small groups of students selected words, a whole class discussion would help determine common words that kept reappearing, while also sequencing the most important or interesting words that should be placed on the alpha box. Lastly, a whole class discussion would focus on the vocabulary meanings of the words selected by the students. One of the greatest take-aways from this activity is that many students ideas are reinforced and eventually added to the knowledge base of several other students. With This Technique, I Could Assess Students By The assessment of alpha boxes would be quite simple the completion of the alpha box, along with essential feedback that would be provided through classroom discussions. Rather than the alpha box being taken for a grade, students would be able to collaborate with other students in the classroom, and edit or add any words or techniques that perhaps

they may not have considered before. Additionally, students would also be able to self asses through using the all class alpha box displayed in the classroom with their own alpha box. Implementing This Technique In My Content Area One of the best ways that I think I could implement this with my SPED students would be through a Social Skills Alpha Box. This would be a perfect way for my students to organize the many things that we discus not only in class, but also the small mini-lessons that are provided to them. As for my ESL students, I would really like to utilize alpha boxes within their literacy and reading development. Rather than using it for a particular text, I would like my ESL students to construct an alpha box that would have provide techniques that they would be able to utilize for problem solving strategies, and in decoding and reading English level text. This would be a very easy thing to laminate, and serve as a reference for them when they may need to utilize a reading strategy in the middle of dense science or history text.

Visualizing Researcher Maureen McLaughlin & Mary Beth Allen Technique Description The act of visualizing is a critical component that we must teach our students. If we want our students to work towards becoming proficient and strategic readers, we want to encourage them to use the words of the author to create pictures and/or movies in their mind. When using this technique, strategic readers are asked by the author to see, hear, and feel certain things. In order to accomplish this, students need to combine their prior knowledge with the descriptive language in the text to create images in their mind. Not only does visualizing assist students in the overall reading process, and the understanding of that process, but it also requires readers to be extremely proactive. This Technique Will Help Students in the Following Ways In essence, visualizing supports students and their mastery of the Shanahan Framework. The act of visualizing is helping build students comprehension. There are 3 specific components that this technique helps students with. First, it assists students in identify descriptive language. Secondly, it helps students utilize their prior knowledge and integrates that into the present text. Lastly, the combination of the students background knowledge and the authors explicit details create the ideal movie or picture in a students mind. How I would Introduce This In My Classroom In my own classroom, I would like to demonstrate this comprehension technique through the Gradual Release of Responsibility. I would like to first introduce students to this instructional technique, create a lesson introduction, followed by instructional model and demonstrations, better known as the I do. Next, I would like students to engage in visualizing through guided practice through what we do. Next, I would like students to engage in collaborative learning using visualizing by work in partners, triads, or small groups, as they all work on it together. The last way visualization would be integrated into my classroom is through independent practice, where each student engages with a text and visualizing on their own. With This Technique, I Could Assess Students By Although the act of visualizing is typically an internal process that is externalized verbally, I would like to expand above and beyond these parameters when thinking about how I could assess students knowledge and understanding of visualizing. For example, I would like to utilize assessment techniques where students would be able to apply what they visualized from a text. For example, I may ask students to draw was they visualized. I could ask students to also create a comic strip of how they came to fully visualize, or even ask them to sketch and stretch, through a drawing with a follow up written response. The last technique where I could see students expanding upon their understanding of visualization is through drawing and labeling of a text, story, or even poem. For all of these extensions of learning I would create a detailed and thorough rubric that would access their work

from excellent to poor. This rubric would have specific parameters addressing the 3 essential components of visualization, as mentioned before. Implementing This Technique In My Content Area Although I would like my students to ideal use visualization techniques in large units, and even large texts that we may be using in literary, I am also realistic about the needs and abilities of my ESL & SPED students. Just like with my scaffolding, I would start my students off slowly, but I think I would first encourage students to master oral visualization. Secondly, I work towards progressing my students through the overall process of written visualization. With both my ESL & SPED students, I would provide sentence starters that would help them key in with the material from the current text in class. A few examples may include I visualized; I could see (smell, hear, taste) ; I could picture.

Anticipation Guide Researcher Herber Technique Description This teaching technique provides students the opportunity to engage in a reading strategy before actually delving into the text itself. It allows students to activate and access their prior knowledge, focus their reading, and ultimately motivate many reluctant readers to stimulate their interest in the text topic. Most importantly, because of the structure of anticipation guides (centralizing on 5-10 main concepts) it ensures that students are ready and motivated to read, while still promoting active reading and critical thinking skills. This Technique Will Help Students in the Following Ways Anticipation Guides not only support students, but they also provide individuals the opportunity to engage and work towards mastery within the Shanahan Framework. Students must engage with the word knowledge and information that they already have. This technique assist students as they make sense of the statements provided by making relevant and personal connections in terms of comprehension, while also being paired through their processing and demonstration of their own personal understanding through writing. How I would Introduce This In My Classroom In my classroom, Anticipation Guides would be used regularly, whether its at the beginning of a unit or simply to assess students knowledge. As the teacher, I would first select the content, along with the aligned standards, that the students would be studying. I would select concepts within the unit of study that may support or challenge their thinking. I would create 3-8 statements that might support or challenge the students about the topic. I would create a worksheet listing the statements in order in which evidences or possible answers may emerge in the reading. Next, I would present the Anticipation Guide to students and them, working with partners or with individuals, to think about each statements, and formulate a written response. This component is important because students must be able to give support for their opinions. Following the generation of student responses, a discussion would be led that so that students would have the chance to share their ideas with each other. Next, students actually read the passage and look for information to support or refute their stated opinions. After reading is complete, students fill out the right column, or after reading column. At this point students are asked to confirm their original opinions, revise them, or decide what additional information is needed. Lastly, the teacher conducts a class discussion about each of the statements. With This Technique, I Could Assess Students By The natural structure of Anticipation Guides can lead to a pretty quick, simple, and efficient manner of accessing students. Students are able to confirm and revise their original responses with written support. Not only does this strategy help students examine a text more in depth in the midst of reading, but it also promotes students written support for

each essential statement. Because students are using their own opinions and words from the start, it raises their learning to a higher level of understanding. As far as actual assessment from the teacher, it would be easy to collect students anticipation guides, review how student answers may have changed or remained consistent, assess their written support and evidence, and ultimately provide written feedback. Implementing This Technique In My Content Area In my own classroom, I would like to really utilize this with elements of current events, or within the Social Studies sector. I think these simple statements could provide meaningful discussion, and create a structured reading tool that could later lead to mastery debates and hard discussions to be lead by students in the classroom. I would definitely consider implementing this with middle or high school students. Above and beyond some of the specifics, I would also consider utilizing this across subject areas.

Anticipation Guide: DANGER: From Outer Space

Procedure 1: Read each of the statements below about the article: Danger: From Outer Space. In the Before column, make an X in the space that you agree with. Be ready to explain your thinking afterwards (There is space below to jot down extra notes).

Before 1. Meteors are also called fireballs. 2. Asteroids did not affect the life of dinosaurs. 3. The B613 Foundation helps funds astronauts ventures to space. 4. There were several people that were killed due to the asteroids that landed in Chelyabinsk. 5. Rock enters through our atmosphere.

After

Page(s)

Procedure 2: Now that you have read all about Outer Space, read the statements again. This time mark an X with the statements you agree with in the After Column. Then in the Pages column, write down the page or pages in the book that helped you decide. Again, be ready to explain your thinking aloud with the class (There is space below to jot down extra notes).

Anticipation Guide: Vocabulary Self-Awareness Chart

Procedure: #1. Examine the list of words in the first column #2. Put a + next to the words you know well. #3. Put a next to the words that are new to you. #4. Put a ^ next to the words that you can name only a definition OR example, but not both. (+) Indicates that you know this word well, along with a definition and an example (-) Indicates that this word is NEW, you do not know a definition of example (^) Indicates that you can explain a definition OR example, but not both.

WORD Atmosphere

(+)

(-)

(^)

DEFINITION

EXAMPLE

Catastrophe

Extinct

Meteor

Satellite

Exit Slips Researcher Annemarie Sullivan Palincsar Technique Description Exit slips are an extremely effective way to gather information and informally assess student understanding of new or old concepts. Exit slips also help determine where students need additional clarification or assistance. This is extremely helpful for the teacher in planning additionally lessons for the week, adapting the curriculum as necessary, ultimately informing the teacher what information was mastered, and perhaps what information may needed re-teaching or re-visiting. These slips are also useful in stimulating critical thinking. Exit slips serve as a spring board to link new learning with existing knowledge. This Technique Will Help Students in the Following Ways Not only does this technique assist the teacher in gathering pertinent information about his or her students, but it also have several benefits for the student. Most importantly, it is just one of the many ways that students are able to put the Shanahan Framework into practice on a daily basis. Students are able to engage in writing that not only is meaningful, but it is also writing that is reflective and encourages self-assessment. How I would Introduce This In My Classroom Although this particular technique is gear towards the exit knowledge of students, it can also be used as a pre-assessment at the beginning of class. Personally, I would like utilize these exit slips multiple times throughout the week. In order to first introduce the concept of these slips, I would first model the process with students. This may occur within the very first days of a school year or semester. I would provide students with an exit slip, and model a paragraph or a few sentences on an Elmo, or some overhead projection. Students would follow along and I would model my thinking for them. Later, I would have students conduct exit slips with their partners or triads. Eventually, I would have students complete an exit slip independently. This would occur during the last few minutes of class, and turned in on their way out the door. With This Technique, I Could Assess Students By Exit Slips are created to be an efficient way to quickly and informally assess students. With this technique, I would have a prompt listed up on a projector, or somewhere in the room. From here, students would have 1 minute to reflect on the prompt, and 3-5 minutes to formulate an answer or reflection to what was posted. I would establish a norm in the classroom where students would simply hand in or drop their slip into a box, where I would read their prompts. Although these slips would never be taken for a grade, they would help guide my planning for the upcoming lessons and units ahead. Implementing This Technique In My Content Area One of the great benefits of exit slips are that is transferrable across grade levels and content areas. Regardless of whether I was teaching in a general education classroom, or a

conducting a small pull out session with a few ESL students, I could easily create an exit slip that would be appropriate. If I were conducted this for a whole class, it would be a great way to inform my teaching throughout the semester or year. If I was conducting a pull out session, I not only could provide this information as a writing sample in the childs portfolio, but I would also be able to pass this information along to the students classroom teacher to also assist in her planning and implementation of lessons. Exit slips are extremely versatile, and not only benefit the student, but also the many teachers who are there to support the students learning.

What Stuck With Me Today

Bullying is a very serious issue today. Please circle one of the numbers below (1-5), indicating how comfortable you would feel talking about bullying with another peer?

1 2 3 4 5
Im going to work towards fighting bullying in the future by.

I would like others to know that bullying is .

Think Aloud Researcher Emily Calhoun Technique Description This teaching technique provides students the opportunity to verbally share with their fellow students. Together, they are able to derive meaning from the written text by imploring the use of comprehension strategies. Think Alouds can be used across a wide range of texts, from fiction to non-fiction literary pieces. With non-fiction Think Alouds, the student is determining the main idea of the authors purpose. While students utilize the authors organization of the text, they are also accessing their own prior knowledge. Most importantly for students, it creates new questions for them to answer. The ultimate goal for students is that they may use these processes and strategies themselves. These skills cannot be fully mastered without student practice in Think Alouds across a wide range of text. This Technique Will Help Students in the Following Ways Think Alouds are essential in every classroom, and should be model, conducted, and implemented from day to day. Think alouds allow students to engage and participation in a thorough modeling of the complex task of comprehending text. It also helps students think more metacognitively about their reading comprehension processes. With Think Alouds, it makes the strategies for processing text visible and accessible to students. It also allows teachers to access students reading comprehension skills. Most importantly, this technique helps students because it supports students full understanding of the Shanahan Framework by utilizing all quadrants of comprehension. It ensures that students are continuing to ask question of themselves, and of their peers, and it assists them with properly using text features and text structures. How I would Introduce This In My Classroom In order for this to be implemented, students must first see this technique modeled by the teacher. An introduction of the passage must begin this use of this strategy; it is here that the reading comprehension strategy or process is announced, as the teacher continues to model it and its purpose. This is followed by reading the passage, it is at this point that the teachers can choose how much of the text (IE: title and a few lines versus several paragraphs) are to be read aloud. Next, demonstration must be set up so that the process or strategy can be modeling and described for a second time. Then, the fourth component of demonstrating using the reading comprehension process occurs. This component is the most important because it is the essence of the Think Aloud, revealing the essential attributes for success. Next, a review of why the process is useful is conducted. Finally, student application activity takes place that will lead to a think-aloud. With This Technique, I Could Assess Students By By nature, the Think Aloud is a very intricate process and although it can be successfully conducted with pairs or small groups, I think it would be essential to move students towards completing independent Think Alouds for assessment. Students would have a

form or other necessary prompt that they would fill out determining their level of understanding and how they navigated the text. Students would make all of their thinking visible, by identifying the process that they undertook while in the midst of the text, the reading comprehension strategies they used, and also their full synthesis of learning and understanding. Implementing This Technique In My Content Area In my own classroom, I would like to prepare students beyond middle school, hopefully into high school. If I were to be placed in a middle school classroom (in an ideal world), I would want my students to master this technique so that they will be able to utilize the strategies of the think aloud, independently and own their own into the future. This will be a key skill that they will need to be able to utilize, particularly as academic content becomes denser throughout higher-grade levels. The think aloud will be used in my classroom for short reading passages, short stories, and even novels. It could be used for a newspaper article, or simply reading a fellow students paper aloud.