The Composing Think Aloud Planning Guide for
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The Composing Think Aloud Planning Guide for Informative Text Purposes: 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. Essentially, you are modeling for students how you developed meaning through text, explicitly explaining and modeling for students the composing process or strategies you used in crafting your message. Our long range goal is to have students write with the same craft (or better) in shaping their message. For this goal to be attained, students need many practice opportunities with writing for a variety of purposes and share their Composing Think-Alouds. Essential Moves **1. Introduction- Briefly announce the writing technique, device, or organizational pattern you will model and its purpose(s). **2. Read you composition-Your text may be as short as a title or a sentence or may be as long as several paragraphs. **3. Demonstrate how and why you put your ideas together to form this particular composition. 4. Student application activity that leads to student writing. **identifies the essential attributes of a composing think-aloud. Date: School : Name and Grade level: Concept addressed from social studies, science, health, math, or other (P.E., music, art, or counseling 1. Essential Move #1 - Briefly announce the writing technique, organizational pattern, or purpose for your composition. If modeling a text structure, which one is it? __Description __Sequencing _ Question/Answer __Compare/Contrast __Enumeration _Problem/Solution __Cause/Effect __Other: _______________________ 2. Essential move #2 - Read your composition. If you are sharing a paragraph(s), please attach a copy of it to this log. If sharing a title or a sentence, please record it in the space below 3. Essential move #3 - How will you demonstrate your thinking as you put your ideas together to create your composition? . 4. What student application will you ask your students to do? Reflection on your lesson Reflections on student responses Questions about using the composing Think Aloud for teaching students: How many times did you peer coach? With whom? How many times did you demonstrate this lesson in front of students for your peer coaching partner? Did you demonstrate this lesson for any other adult(s)? _ Yes ___ No (If Yes, whom?