Renee Pluff

  1. Title of Lesson:Scaffolding using Think Aloud
  1. Subject:Study Skills for LD
  1. Grade Level:Upper Elem, Middle, High
  1. Lesson Objective:To model and perform the “think-aloud” strategy using it to complete guided notes.
  1. Materials Needed:Content area text book (science, history, etc.), printed notes, guided notes for the content specified, pencil
  1. Statement of Purpose:The purpose of this session is to prepare students with a strategy that they can use for many types of assignments.
  1. Instructional Input:
  1. Instruct student to get out their notes and guided notes for Science.
  2. Instruct the student to find the section in the printed notes where the answers to the inquiries in the guided notes.
  3. Model for students the “think-aloud” strategy. Read the inquiry out loud and then look for the answer in the guided notes. Think out loud by saying “I think the question is asking ______so I think I need to look in this section” and turn to the section in the guided notes.
  4. Read the section out loud finding the answer as you read.
  5. Go back and read the question out loud and if you are sure on the answer then fill in the answer in the guided notes.
  6. Think out loud by saying
  1. An Opportunity to Practice:
  1. Students model steps 3-5 for the next couple of questions. Observe students and provide feedback.
  2. Students continue working on the guided notes.
  3. Intermittently monitor the “think-aloud”.
  1. Independent Practice: (Does not apply)
  1. Closure:When the students finish, check the guided notes and provide feedback.
  1. Assessment Strategies: Observation of the students watching you model the “think-aloud” strategy. Observation of students practicing the “think-aloud” strategy. Observation of student using the “think-aloud” strategy.
  1. Multiple Intelligences:
  1. Verbal/Linguistic: Understanding meaning of words; convincing someone of a course of action; explaining, teaching, and learning; humor; memory and recall
  2. Visual/Spatial: Active imagination; forming mental images
  3. Bodily/Kinesthetic: Control of voluntary movements; min/body connection.
  4. Logical/Mathematical: Discerning relationships and connections
  5. Intrapersonal: Concentration of the mind, mindfulness; awareness and expression of different feelings; higher-order thinking and reasoning
  6. Interpersonal: Creating and maintain synergy; discerning underlying intentions, behavior, and perspectives; passing over into the perspective of another; working cooperatively in a group; sensitivity to others’ moods, motives, and feelings; verbal and nonverbal communication
  1. Teaching Learning Styles:
  1. Visual
  2. Auditory
  3. Kinesthetic