Well Jennifer a follow up would be meeting back and turning and talking 
about how bringing think alouds into their instruction is going.  Sharing 
back whole group.  Offering to come in and model for teachers who are still 
not comfortable.

If I was working at a school that was doing ongoing training on strategy 
instruction I would probably begin taking them into more specific ways to 
use think alouds.  Like some of you have been sharing- how you choose texts 
for specific teaching purposes.  To make the instructional time of these 
mini lessons more powerful.

Also, at a school where there is comfort to work in each others rooms (my 
dream for all of us), I would encourage people (possibly a grade level) to 
choose a common text piece, talk together about how that book could be best 
used for instruction (depending on the purpose), and then spend time 
observing each other doing the think aloud.  I always remember someone 
teaching me- when you are in observing a peer teacher you are not there to 
critique the person you are there to watch the children's response to the 
learning opportunity and then discuss those observations afterwards.  It's 
an opportunity for all involved to grow.  You can be sure how I do a think 
aloud with a book would probably be very different than my teaching partner 
may do it.  Simply because we are bringing different background knowledge 
(schema) to the text.  But I could so learn from listening in on another's 
think aloud of a book I will use or have used.

Probably a follow up could also be deep discussion about the importance of 
the modeling component in the gradual release model.  Hashing out timing- 
how long do you model, how do you know they are ready to join you in an 
interactive think aloud, etc.
Great things to think about Jennifer.  Thanks for asking.
Ginger




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