How
to Teach a RATT Lesson
1. The Introduction
Ø
Ideally,
when you preview a read aloud book, you want to stick closely to the targeted
standard.
Ø
An
extensive book walk may distract students from your focus.
Ø
If
you take into account your students’ language and conceptual development when
selecting the book, a lengthy introduction shouldn’t be necessary.
2. Modeled Thinking
Ø
When
you pre-read the book, identify the moments where you will pause and think aloud.
Ø
Ideally,
the story should illustrate your thinking and your thinking should illuminate
the text.
Ø
Use
content vocabulary whenever possible. If you want students to understand what
“narration” is, use the word in context when appropriate.
3. Turn and Talk
Ø
Turn
and talk is not strictly an opportunity for students to share their thoughts
about the story.
Ø
In
fact, you want to ask carefully worded questions that prompt students to
emulate the thinking you’ve modeled.
The Principals of Turn
and Talk
·
In order for everyone to participate,
students should not be asked to raise their hands.
·
Conversation typically lasts about 20
seconds so students do not stray off topic.
·
Linda Hoyt recommends a turn and talk
segment roughly every five minutes, leaving sufficient time for reading and
modelled thinking
Thinking Partnerships
·
In thinking partnerships, students share
ideas about the text and the target standard on a regular basis.
·
The teacher advertises or “hypes” the
fact partnerships carry responsibility.
·
Each pairing must carry on a focused
conversation or it cannot continue.
·
Each partner is also responsible for
active listening.
·
It will be helpful for the teacher to
model or fishbowl a good thinking partner conversation. You may invite another
teacher to help.
Depending on the class
you can …
·
ask students to find a thinking partner
on their way to the read aloud area.
·
pre-assign thinking partners based on a
variety of factors.
5 Discussion Strategies
1. Stop and Jot: Students stop and
write in a notebook, on a sticky note, or on a notecard in response to a
teacher prompt
2. Stop and Sketch: Students stop and
sketch what they visualize in a portion of a book
3. Stop and Act: Students dramatize a
moment that was just read or predict nonverbally
4. Think Aloud: A teacher models
thinking in order to give students an image of the kind of thinking one person
has in a particular part of a book
5. Turn and Talk: Students talk to a partner
about a prompt given by the teacher or discussion leader
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