Think-Aloud Lesson Plan
Lesson Component Description of Planned Activities
Lesson Outcomes The reader will:
1. The reader will be able to watch as the teacher demonstrates new strategies in reading.
2. The reader will be able to practice the strategies demonstrated by the teacher: setting a
purpose and marking any confusion of questions they might have.
Comprehension 1. Setting a purpose for the reading
2. Share your questions about your own reading
Evidence-based There are many reasons I have chosen these two strategies to focus on during this think-
rationale aloud. The first, setting a purpose for the reading, is important for any reader to do before
reading the text. I see this characteristic of a proficient reader often looked over and
forgotten. A reader needs to identify ahead of time why they are reading the story. Setting a
purpose will help the reader focus on these main ideas, which will in turn, help with
comprehension. The second strategy Share your questions about your own reading. The
reason why I picked this strategy is because it will help my reader think about the text more
in depth. That she will write her questions down rather than just keep them to herself and this
will help with comprehension. For my Lincoln reader her comprehension is okay but could
be much better so by doing this strategy that will help. Also when she doesn’t understand
something she doesn’t question it she just moves on, so this strategy will help her on that too.
Text Text and level: Silver and Prince by Beverley Randell Illustrations by Julian Bruere; Level- 24
Central concept/key themes:
When reading the title of the text and looking at the picture it helps set a purpose for reading. My reader
enjoys reading about animals so when she reads the title and looks at the picture on the cover.
After engaging her in the book my reader is going to predict wants going to happen in the book, so she
will be setting a purpose for reading because she is going to want to find out if her prediction was right.
Another purpose will be the strategy that will be introduced the share your questions about your own
reading. By introducing this strategy it will help her with her comprehension throughout the book.
“Today were going to do a think-aloud. In this think-aloud were going to focus on two strategies that a
good reader does while they read. The first is a strategy that we do even before we start to read.
We need to set a purpose for reading. Often times, we read a story without thinking about
why we’re reading it. If we can determine ahead of time what to look for throughout the
story, it will help us pick up on the meaning of the story.
The second strategy is something that will help us with comprehension as we read and
let’s write down our questions that we might have. As I read, I want you to observe what I
doing. When you’re reading do you have any questions about the text? Well, when I come
across any questions, I’m going to take a sticky note and write my question on it from the
story. The question might be answered in the text or might not be which is okay. By doing
this strategy it helps with comprehension.
Pause and think-aloud:
Read the title Silver and Prince
Pause: After reading the title I’m going to look at the picture and think. One question I might have is
“Who are Silver and Prince?” and I would write that on a sticky note.
Read: Then I am going to read the first page. After the first sentence I would pause (p.1)
Pause: I would think aloud and ask the question “Where north are they located” and I would write the
question on a sticky note.
Continue Reading: I keep reading the first page. Then I come to a sentence in the book that states
“…would be a handsome wolf one day” (p.1)
Pause: question “Why wouldn’t they think Silver would be handsome?”
Read: Then I would start reading the second page. Pause p.2
Pause: “Why could the wolves come out at four weeks old, why not earlier or later?”
Now, refer to the demonstration section to help in guiding students in trying this strategy.
“First, before I even start, I want to set a purpose for reading this book.” – set your purposes
as previously stated.
Start reading (refer to pause and think-aloud section above)
After reading the selected amount to demonstrate, hand out a copy of the text and sticky
notes to each student and instruct them to do the following:
- Listen and follow along as the teacher reads the next page.
- Think about any questions that you have while reading.
- Then pause and place a sticky note with a question you have about the text.
- Do the same on the next page, and you may find the answers to your question
throughout the book or may not.
Explain to students that not all of their questions might be answered in the text, and that is
okay. Some of the answers to the questions might be answered in a group discussion or may
Restate how we read to find a purpose. Address the question: Was your prediction
right? Check to see how much her comprehension as changed after using this strategy. Will
restate when reading later to try to use this strategy to help her comprehension, and will help
her with any confusion that she might have while reading.
To assess the students during this think-aloud, the teacher will observe to see that they
understand the importance of setting a purpose. The teacher will also watch that the students
are able to pinpoint areas of confusion and be able to stop and recognize them by marking
them with a sticky note. This will help the teacher watch to see if they are able to use this
strategy to monitor their comprehension.