outline

By: Katie Haley

I. Introduction (1)

II. Strategies for Comprehension (20)

A. Think-alouds

1. Explain

2. 5 Steps for teachers

3. 5 points for Think-alouds

4. Group work-get in groups of 3 and come up with an example of how the think alouds can be used in a class.

B. Using Reciprocal Teaching to Model Comprehension Strategies

1. Explain

2. Phase 1

3. Phase 2

4. Group work-get in groups of 3 and come up with an example of how the think alouds can be used in a class.

III.Vocabulary Strategies (37)

A. Use vocabulary self collection strategies.

1. Explain

2. Suggested Steps

3. Group work-get in groups of 3 and come up with an example of how the think alouds can be used in a class.

B. Concept of Definition Word Maps

1. Explain

2. Organization of Information

3. General Structure for a CD Word Map.

4. Group work-get in groups of 3 and come up with an example of how the think alouds can be used in a class.

C. Using content to approximate meaning

1. Explain

2. Group work-get in groups of 3 and come up with an example of how the think alouds can be used in a class.

D. Typographic Clues

1. Explain

2. Group work-get in groups of 3 and come up with an example of how the think alouds can be used in a class.

E. Syntactic and Semantic Clues.

1. Explain.

2. Example

3. Group work-get in groups of 3 and come up with an example of how the think alouds can be used in a class.

F. Word Structure

1. Explain.

2. Group work-get in groups of 3 and come up with an example of how the think alouds can be used in a class.

G. Using the Dictionary as a Strategic Resource

1. Explain

2. Dictionary Tips

3. Group work-get in groups of 3 and come up with an example of how the think alouds can be used in a class,

IV. Why I chose these strategies/ Conclusion (2)

V. Bibliography