Kyrstin Hargraves Module 5 Reflection

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Dec 6, 2023

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Kyrstin Hargraves RED4348 M5A3 Reflective Response Activity November 5, 2023 Module 5 Reflection According to the textbook, think-alouds are “a strategy by which teachers or a student models the active thinking process that skilled readers use” (Bursuck & Damer, 2015, page 289). Through this strategy, think-alouds help students to see what reading comprehension via modeling is supposed to look like. The ultimate goal of think-alouds is to assist students in their thinking process and improve overall reading comprehension. Think-alouds show students the ways in which skilled and proficient readers are able to make meaning out of text. The textbook states, “Struggling readers benefit from observing what skilled readers think about while reading, and teacher modeling through think-alouds provides that insight” (2015, page 295). During the process of a think-aloud, the teacher and/or a student reads a passage aloud. While reading the passage aloud, the reader pauses throughout the text to literally think aloud. The reader is simply showing what they are thinking and doing to comprehend the text. Throughout the strategy of think-alouds, teachers should be asking quality questions as a way to gauge/test overall reading comprehension. As per the textbook, “by asking frequent questions they would deepen students’ understanding and thus increase attention paid to text” (2015, page 289). During a think-aloud, questions can be asked before, during, and/or after

reading the text. The passage I will be using is from Chapter 2 of the book titled, “Out of My Mind” by Sharon M. Draper. This text has a lexile measure of 700 and is a 5th/6th grade level book. Using Figure 7.7 from the textbook, there are several common question types on high- stakes reading tests. Figure 7.7 will help guide me to develop a think-aloud by choosing four questions. During the think-aloud, I will present my students with the cover of the book, titled, “Out of My Mind” by Sharon M. Draper. We will have open discussion throughout reading Chapter 2 of the book. I will start out by asking question #1. Question #1: This story is mostly about _______. Although the students do not know the characters name (to be revealed in Chapter 2), students can make predictions and describe the main character based off of Chapter 1, despite the text never mentioning her name. A. A girl that walks her dog B. A boy named Jack C. A girl that cannot walk or talk Throughout reading Chapter 2, students will reveal the name of the main character- Melody. Question #1 will get students thinking in preparation for more questions, deeper understanding, and overall comprehension of the text. As we look at the answer options for Question #1, we can weed out choice A as it does not mention anyone walking a dog. We can also eliminate choice B because a boy named Jack is not mentioned. So, our answer is C- a girl that cannot walk or talk. Although we do not know the main character’s name, we know specific traits about her. We will then read down to the part of Chapter 2 that mentions the characters name. We will then pause and continue to analyze the main character. Question #2: How would you describe Melody? We

will pause, reread the beginning of Chapter 2 and then have a classroom discussion, discussing the main character’s traits. A. She cannot walk or talk B. She is in a wheelchair C. Her body tends to move on its own agenda D. All the above All of these answer choices are characteristics of the main character, Melody and therefore, choice D is the correct answer. We will continue reading. I will then pause for Question #3. Question #3: Melody discusses things she never did but states she DID absorb everything- what did the author mean when he said “absorb”?. We will discuss that the word absorb is a verb and read context clues around this particular sentence to try and figure out what the word means. A. To clean up with a paper towel B. To forget everything C. To take in or soak up When going over the answer choices, we will think-aloud about these choices. Did the author use the word absorb to explain how Melody cleans up with a paper towel, to explain that Melody is forgetful, or to show that Melody takes in and soaks everything up (with her mind). The answer I am looking for is “to take in or soak up”. I will then present Question #4 to the class and tell the students I am not looking for an answer until the end of the Chapter. Question #4: At the end of the story (chapter), Melody probably felt

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