| The word "metacognition" means to "think about | | | | through the writing process. Teachers who "think |
| your thinking." Teachers can use their own | | | | out loud" demonstrate to students how writers |
| metacognition to model how they think when | | | | make their decisions. |
| they read for meaning or compose a piece of | | | | If you are uncomfortable writing in front of your |
| writing. This strategy is called "thinking out loud" or | | | | class, you can pre-plan your writing piece before |
| "think alouds". | | | | your lesson. The important part of the process is |
| Thinking About Reading | | | | to "show" your students how you think through |
| Many children become experts at breaking the | | | | your piece of writing. In the following writing |
| reading code and sounding out words. They read | | | | example the "think aloud" is inside the parenthesis. |
| the words aloud and appear to be "reading", but in | | | | (I am going to write a piece about ice cream. I |
| many cases they are not comprehending the | | | | think I will call it "My Favorite Ice Cream".) |
| text. Teachers can help students become aware | | | | My Favorite Ice Cream |
| of how good readers read by thinking out loud | | | | (I want to begin my piece with a "hook". A hook |
| during reading lessons. | | | | is an exciting first sentence that makes the |
| The first step is to choose a piece of text on | | | | reader want to continue reading.) My favorite ice |
| your student's reading level. You want to select a | | | | cream is on my shirt. (This sentence should cause |
| piece of text that is one level above their | | | | the reader to ask, "What happened?") And my |
| independent reading levels which requires teacher | | | | pants. And my shoes. (Sometimes writers break |
| support during reading instruction. This is called | | | | the rules in order to make their writing sound just |
| their "instructional reading level." Tell students you | | | | right. I decided to use sentence fragments and |
| are going to read aloud the text while they read | | | | begin the fragments with the word "and" to give |
| along silently in their minds. You can accomplish | | | | the writing a certain sound. Now I will read what |
| this by using a big book, placing text on a | | | | I've written so far.) |
| projection system, writing the text on large chart | | | | Continue your piece of writing, stopping to "think |
| paper, or giving each student a copy of the text. | | | | out loud" about your writing decisions. Reread |
| Explain to students that as you read the text | | | | your piece every once in awhile. Think out loud |
| aloud, you will "stop and think out loud" about the | | | | about any revisions or editing you do during the |
| text and its' meaning. | | | | writing process. |
| Begin by scanning the piece of text to determine | | | | Your "think aloud" lessons should be short and |
| what the text will be about. As a reader, you | | | | focused. In order to keep your students engaged, |
| naturally make predictions about the text and ask | | | | keep your lessons at 10 to 15 minutes. Students |
| relevent questions. As you are thinking out loud | | | | can internalize the strategies you teach by |
| about your predictions and questions you will say | | | | conducting their own "think alouds" with partners. |
| something like this: "I think this story is going to | | | | If you teach a lesson on visualization using a "think |
| be about...based on... I wonder if "fill in the blank" | | | | aloud", you can then ask students to read a short |
| will happen... I'm going to read to find out." During | | | | piece of text to a partner and "stop and think out |
| reading stop and think out loud about your | | | | loud" about the mental images they make in their |
| prediction. Confirm or adjust your prediction based | | | | minds during the reading process. Allow students |
| on what happened in the story and make new | | | | to "try it" after you have demonstrated the |
| predictions. The process of predicting and | | | | process several times. Stop by and listen in on |
| questioning continues throughout the story. | | | | your student's thinking to assess whether or not |
| Thinking out loud about your reading helps | | | | they are grasping the strategy or skill you've |
| students to understand that good readers make | | | | taught. |
| meaning with the text when they read. You can | | | | Thinking out loud is a powerful way to teach |
| teach students different reading strategies and | | | | children to read and write. You are helping your |
| skills by using "think alouds" strategically during | | | | students make meaning while reading and think |
| lessons. | | | | through the writing process by demonstrating |
| Thinking About Writing | | | | your own thinking. This metacognitive strategy will |
| Composing a piece of writing in front of children | | | | help your children grow as readers and writers. |
| helps young writers "see" how writers work | | | | |