Chapter 4 Well Read Promoting Comprehension Through Read Alouds and Shared readings

I like the idea that teachers can read text to students that vary in complexity.  This process is a good way to expose students to informative text beyond their current level. This is also, a good way for the teacher to model fluency.  In the shared reading and read aloud strategy the spotlight is on the teacher to model, help interpret information, and to teach comprehension strategies. Typically, text complexity is raised in secondary school and problems with comprehension become more apparent as the student handles more complex readings. I like the read aloud strategy, but I lean more toward shared reading because as a teacher I would want to target all areas of comprehension. Student’s should listen, speak, view, and write while exploring text because it may help them to process the information better. At the end of the chapter the author suggested that teachers should choose text to read based on content and from the attention that is drawn to a particular strategy. It also said that instructional time should not be used on unrelated readings. If the goal of the teacher is to introduce variety of text that range in complexity what things should be considered when searching for the right text for engagement? The chapter also, talked about the think aloud process. I had problems last semester trying to incorporate a think a loud in my lesson plans. I wonder what are some good ways to throw a think a aloud in the shared reading process?