Nonfiction Think-Aloud Implementation Log

Updated Spring2015
Date:____March 2015________ School/Organization: High School
Name/Grade Level or Role: Stephan Maras
Check One:
X
I am using this log to plan or record notes for my lesson.
I am using this log as I observe my peer coaching partner.
I am using this log as I observe a live or videotaped
demonstration during staff development..
Title, Author and Page Number(s) of Nonfiction Book Used:
Cartoon from Des Moines Register, December, 2006
1. Concepts Addressed from Social Studies, Science, Mathematics, Other:
Language Arts: Standardized tests are considered necessary but the cartoon states
the overall goal for teachers no matter what subject.
2. Concepts and Processes Represented/Modeled from Language Arts:
Inferring from cartoon by using text clues, my background knowledge to determine
what the cartoonist is implying.

Think-alouds provide an opportunity to share with students your use of comprehension

processes or strategies as you gather meaning from and use written text. This may
include how you determine main idea or the authors purpose, use the authors
organization of text, access and use prior knowledge, and how reading often creates new
questions for us to answer. Essentially, you are modeling for students how you gather
meaning from text, explicitly telling/modeling for students the strategy or comprehension
process you are using to understand the authors message. This also includes how you
think about or approach the task of gathering meaning using that strategy.

3. How does the teacher model comprehension processes or strategies?

All of you are aware that standardized tests are considered important in school
districts, the state and the country. Having better scores each year is important but
there is something I want you to take away from this political cartoon I am
presenting today. I am going to reveal my thinking to you as I infer what the
cartoonist is implying in this cartoon. I read the caption, Which bubble should our
kids be asked to fill in? When I looked at the two different sets of bubbles I
understand that the overall goal is to fill your heads with knowledge as it is our
responsibility to do so. We also can infer some other things regarding standardized
tests and the look the student has on his face. Given the concepts of No Child Left
Behind and the necessity to improve, I see there is a need to make sure students are
instilled with knowledge to become critical thinkers in order to advance to upper
grades and become self-sufficient survivors.

4. What, if any, student application activity was used?

During guided practice, the students and teacher will discuss another cartoon about
standardized tests describing what the cartoonist is implying even though he doesnt
tell us. Students will have the opportunity to reveal their thinking process as they
make an inference.

Calhoun