The-Composing Think-Aloud for Informative Text

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					The Composing Think-Aloud for Informative Text
Revised October, 2005

Implementation Log

Review:
Think-alouds for composing provide an opportunity to share with students your use of composing processes or strategies as you develop meaning through written text. This may include how you determine your major message or main idea; how you develop and shape your purpose in relation to the message and the reader; how you help the reader access and use prior knowledge; and how you know when to end your paragraph or passage. Essentially, you are modeling for students how you develop meaning through text, explicitly explaining and modeling for students the composing processes or strategies you use in crafting your message. This may include how you think about or approach the task of gathering information for your paragraph or passage. One of the major instructional purposes for using Composing Think-alouds is to model writing craft and thoughtful selection of content, organizational patterns, and literary devices; however, our long-range goal is to have students write with this same degree of craft (or better) in shaping their messages. For this goal to be attained, students need many practice opportunities writing for a variety of communication purposes and sharing their own Composing Think-alouds.

Implementation Information: _____ I am using this log to plan or record for my lesson. _____ I am using this log as I observe my peer collaboration partner: ________________________ _____ I am using this log as I observe a live or videotaped demonstration during staff development .

Date:____________ School/Organization: __________________________________________ Name, grade level or role: _______________________________________________________ Title of Nonfiction book used as a model (if appropriate): ________________________________ Pages: ___________ Author(s): __________________________________________________

1.

Concepts addressed from social studies, science, mathematics, other: Standard: Benchmark:

2. Concepts and processes represented/modeled from language arts (composing process or strategy used:

Process modeled: _______________________________________________________________

Implementation Data:
In the last 5 days have you worked with your peer collaboration partner to select and rehearse Composing Think-Alouds?

_____ Yes

_____ No

______ If “yes”, how many times? ____________

In the last 5 days have you worked with your peer collaboration partner to select and rehearse Composing Think-Alouds?

_____ Yes

_____ No

______ If “yes”, how many times? ____________

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

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

5a. Reflections of attributes of The Composing Think-Aloud and the organization of the lesson:

5b. Reflections on student responses:

6. Questions about using Composing Think-Alouds for teaching students how to compose informative /
expository prose :


				
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Description: The-Composing Think-Aloud for Informative Text