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Think Alouds ESL Monica Bueno EDU742 Strategy Demo.

ME: I do the Think-Aloud

WE: Whole Class T-A

WE: Group T-A

TWO: PairT-A

YOU: Independent

Objective: I can use a variety of reading strategies to comprehend nonfiction text.

Going West by Mary Lynn Bushong

1. If you wanted to go west in the 1800's, how would you get there? There were no cars or planes. There were no trains or buses. That left two main choices -- ships or wagon trains. 2.. If you wanted to go by ship, you had a long voyage ahead of you. It would go down the coast of North America and past Central America. It would keep going down the East coast of South America and up the other side. It was a very long trip, taking weeks or months. After the Panama Canal was built, it made the trip much faster. 3. If you did not want to travel by ship, you could go across the country. This how most people went west. Some went west to look for gold. Others were looking for cheap land. Many of the people had very little money. They were willing to work hard to get a better life. 4. There were different ways of moving yourself along the trails. Some people used a wheelbarrow. It would have been like ones used today, but made of wood and iron. A man pushing a wheelbarrow could go faster than a wagon, but it would make him tired. He would want to stay close to the wagon train. 5 The main way people moved from one side of the country to the other was with Conestoga wagons. The wagons were hard to ride in. Most people found it easier to walk alongside. 6 . Before a wagon train started out, it was usually organized. Since it was safer to travel in large groups, many pioneers banded together. They often had a written set of rules for everyone. If problems came up, the rules would tell them what to do. The group would choose those who were in charge. 7. The wagon train did not go very far each day. If the weather was clear and dry, they might go twenty miles. If the weather was bad or things went wrong, it might be just two or three miles. Sometimes people could see their old camp site from their new one. It was not a fast way to travel. 8. People on a wagon train would start out in the spring. They had to have plenty of time to cross the prairies and the mountains before snow began falling in September. If people did not get through the mountain passes in time, they might get stuck in the snow. Many people died when that happened. 9. Many things could slow a wagon train, such as hunger, disease, Indian attacks, or break down of animals and wagons. If the ground was very dry, wagon wheels might shrink and fall apart. They would be soaked with water at night to keep that from happening. 10. Many time the wagons had to cross large rivers. They would have to wait until the water went down or float the wagon across. They could not wait long, and sometimes wagons tipped over in the water. 11. Crossing America on foot or by wagon was dangerous. Nearly one out of every ten people died along the trails. It was very hard, but the people were hoping for a better life. They were willing to take a chance for that.

Lower profciency English language learners will see illustrations of the reading to assist them in the comprehenson of the passasge.

(Scroll down for whole passage)

P2 -Think-Aloud: That sounds like a long trip. Why didn't everyone just cross the USA? (Questioning)

P.3 - TA: So people back then also moved because they wanted to have a better life. It's like many of our immigrant families nowadays. (Connections)

P.4&5 - T-A: WOW! People walked all across the USA. What did the passage say were their reasons? (Rereading: students share answers).

P, 6 - T-A: So there were people in charge and they had rules. Why would they do this if they hardly knew one another? (Making connections to everyday life: Why rules are important and why it necessary to have authorities.)

Students work in groups of 4 and read paragraphs 7 & 8 to apply strategies they have learned in previous lessons.Lower proficiency students will listen to the prerecorded passage.

Students work in pairs and read aloud paragraphs 9 & 10 to apply strategies they have learned in previous lessons. Lower level proficiency students will listen to the prerecorded passage.

Students read the last paragraph on their own and choose a strategy they have learned in previous lessons

Differentiation and Assessment: Comprehension on last slide

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