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Improving Comprehension with Think Aloud Strategies (Second Edition) Modeling What Good Readers Do

ISBN-10: 0545218837
ISBN-13: 9780545218832
Edition: 2012
List price: $28.99
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Description: Think aloud as you read from a novel, a textbook, or any other kind of book and watch your students become confident, fluent, readers! With this simple, powerful technique, you can show students how you use strategies such as inferring, visualizing,  More...

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Book details

List price: $28.99
Copyright year: 2012
Publisher: Scholastic, Incorporated
Publication date: 1/1/2013
Binding: Paperback
Pages: 192
Size: 7.25" wide x 8.75" long x 0.25" tall
Weight: 1.012
Language: English

Think aloud as you read from a novel, a textbook, or any other kind of book and watch your students become confident, fluent, readers! With this simple, powerful technique, you can show students how you use strategies such as inferring, visualizing, and summarizing. Finally students can "see" what good readers do and apply it to their own reading process. Think alouds are great for struggling readers, because they make reading an active, social experience. The updated and revised edition is aligned with Common Core State Standards and includes a DVD demonstrating think aloud strategies at work in classrooms. For use with Grades 4 & Up.

Jeffrey Wilhelm is coauthor with Michael Smith and James Fredricksen of Get It Done!; Oh, Yeah?!; and So, What's the Story?. Jeff has cowritten or coedited four other Heinemann books, Going with the Flow, "Reading Don't Fix No Chevys", Strategic Reading, and Imagining to Learn. For Chevys he and coauthor Jeff Wilhelm received the NCTE David H. Russell Award for Distinguished Research in the Teaching of English. Jeff is an internationally-known teacher, author, and presenter. He is driven by a desire to help teachers to help their students to more powerful literacy and compassionate, democratic living. What he most wants for teachers to get out of his work is motivation, a vital passion and impulse to continue experimenting and learning about teaching, as well as ways to frame instruction so it is meaningful and compelling to students. A classroom teacher for fifteen years, Jeff is currently Professor of English Education at Boise State University. He works in local schools as part of a Virtual Professional Development Site Network sponsored by the Boise State Writing Project, and regularly teaches middle and high school students. He is the founding director of the Maine Writing Project and the Boise State Writing Project. He has authored or coauthored numerous books and articles about literacy teaching and learning. In addition to the Russell award, his "You Gotta BE the Book" won the NCTE Promising Research Award. Jeff has worked on numerous materials and software programs for students including Scholastic's e21 and ReadAbout, and has edited a series of 100 books for reluctant readers entitled The Ten. Jeff enjoys speaking, presenting, working with students and schools. He is currently researching how students read and engage with non-traditional texts like video game narratives, manga, horror, fantasy, etc. as well as the effects of inquiry teaching on teachers, students, and learning. Jeff grew up on a small strawberry farm in Northeastern Ohio. He loved the Hardy Boys as a boy, and has continued to love reading ever since, progressing through Hermann Hesse, John Steinbeck, and James Baldwin as literary mentors. In high school he was named a Harrier All-American for cross-country and track. He was then a two-time Small College All-American in Cross-country. He has competed Internationally in cross country, track, and nordic skiing. He now enjoys marathon nordic skiing and whitewater kayaking.

Acknowledgments
Author's Note: Think-Aloud Strategies and the Common Core State Standards
Introduction
Frequently-Asked Questions About Think-Alouds
Seeing Reading as Inquiry
Making Strategic Knowledge Visible and Available to Students
What All Good Readers Do
Introducing General Reading-Process Think-Alouds
Author's Craft, Reader's Role
Using Free-Response and Cued Think-Alouds to Show the Link Between Author and Reader
Navigating Meaning
Using Think-Alouds to Help Readers Monitor Comprehension
Intensified Involvement
Getting Visual, Emotional, and Verbal With Texts
Exploring Possibilities
Merging Think-Aloud Techniques With Multimodalities and Technologies
New Genres, New Reading Moves
Using Think-Alouds to Teach Students About Text Types and Text Features
Making It Meaningful
Using Think-Alouds for Performance-Based Assessment
Think-Alouds as Formative Assessment and Teacher Research
Learning From Our Students How to Best Teach Them
Bibliography
Index

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