Shared reading with think‐alouds provides adolescent students with the modeling they need to become successful readers and writers. This article provides a sample of this type of interactive comprehension instruction in a science classroom. The authors then focus on the dimensions of effective shared readings with think‐alouds that can be used across content areas to develop students' comprehension of texts.
A question being asked by teachers across the country is, How can I teach students to acquire both the skills and knowledge demanded by the Common Core State Standards (CCSS) while simultaneously guiding them to read challenging texts such as those presented in Appendix B of the CCSS? Answering this invites the integration of ideas and the innovation of novel instructional plans. Illustrating close reading procedures in two classrooms‐ one 1st grade and one 5th grade‐ this article provides an answer by detailing the manner in which a student might approach a challenging science text using annotated reading, partner talk, text‐based questioning and reflective writing to build competence and a capacity for reading, writing, listening, and speaking about informational texts.
Overview of TIMSS TIMSS is a collaborative research project sponsored by the International Association for the Evaluation of Educational Achievement (IEA). In 1994-95, achievement tests in mathematics and science were administered to carefully selected samples of students in classrooms around the world. With more than 40 countries participating, five grades assessed in two school subjects, more than half a million students tested in more than 30 languages, and millions of open-ended responses generated, TIMSS is the largest and most ambitious study of comparative educational achievement ever undertaken.
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