The teacher thinks aloud when reading to show thinking and strategy use.
2. Guided Practice
The teacher purposely guides a large-group conversation that engages students in a focused discussion that follows a line of thinking.
The teacher and students practice the strategy together in a shared reading context reasoning through the text and co-constructing meaning through discussion.
The teacher scaffolds the students' attempts and supports their thinking, giving specific feedback and making sure students understand the task.
3. Collaborative Practice
Students share their thinking processes with each other during paired reading and small-group conversations.
The teacher moves from group assessing and responding to students' needs.
4. Independent Practice
After working with the teacher and with other students, the students try practicing the strategy on their own.
The students receive regular feedback from the teacher and other students.
5. Application of the Strategy in Authentic Reading Situations
Students use the strategy in authentic reading situations.
Students use the strategy in a variety of different genres, settings, contexts, and disciplines. (Fielding and Pearson 1994; adapted by Harvey and Goudvis in 2005a)
- The teacher explains the strategy.
- The teacher models the strategy.
- The teacher thinks aloud when reading to show thinking and strategy use.
2. Guided Practice3. Collaborative Practice
4. Independent Practice
5. Application of the Strategy in Authentic Reading Situations