Narrative Text Strategy Assignment Template

Narrative Text Strategy Assignment Template.
Teacher Candidate Name: Dunken Baxter
Strategy Name: Interactive Think-Alouds
Purpose
This strategy helps teacher to module what it means to really infer. Most students I ask will tell me that inferring is simple to guess, because this is what they are told inferring means. I tell them that inferring goes much deeper than a guess. It means looking at and analyzing what a text says and combining that with all our previous knowledge to make predictions or answer a question correctly. This strategy allows students to see a model of how to infer and then students have a chance practice and learn from each other with the teacher’s guidance.
Teaching
Before:
1. As students enter the room, the

How does Bruno feel about being in the new house?
3. The teacher will pull text from Chapter 5 to show the teachers understand and comprehension of text, including why he made curtain inferences. Answering questions like:
a. Does Bruno’s father see the people in the pajamas as equals?
i. No. The teacher will site page 53, paragraph 3 thru 5, were Bruno’s father tell Bruno that the people in striped pajamas are not like them. And explain the since he did not see them as people, then he must not see them as equals.
b. What type of relationships does Bruno and his father have?
i. They both love each other and while they are close they do not openly share their feelings. Site pages 43 to page 47 were Bruno and his father speak. His father is excited to see him, however greets him with only a handshake. Explain that while his father gets made at Bruno for talking back he is also understanding.
4. The teacher will use the information and above to show students how to make a chart. To make chart divide paper into three columns and label them Text, Think-Aloud, Strategies. Then, explain how each is used and fill in chart using the questions above and leave it projected as a reference point as students work

To get students started with the strategy, the teacher will have them start with the title of chapter 6 and working with the groups discuss what it means and why they think that.
2. Give the students two to three minutes to discuss what the title inferred about the chapters means. Walking around the room listen to the ideas and interject when needed.
3. After they have had time to talk ask students to share what they discussed on what the title meant.
4. Ask why they felt that way and where that information came from, filling in the chart as a class as they go.
5. The students will begin reading in their groups. Stopping at every page to discuss, analyze, and infer what they think will happen next. They are to fill in the chart as this happens. During this time, the teacher will continue to circle to room listen and helping students with reading and filling out the chart when as needed.

After:
1. Ten minutes before class ends have students stop reading.
2. Have groups share what they have filled out in the chart.
3. The teacher will use this time to help clear up miss understanding or a second chance to model inferring