Think, Rethink, Reread, Reexamine Thinking
What is Think, Rethink, Reread, Reexamine Thinking?
Think, Rethink, Reread, Reexamine Thinking is a good strategy that helps students monitor, assess, and reevaluate their initial predictions and reactions to a text. This strategy also helps student to record and organize their thoughts. After reading the story, students will write down their initial thoughts and share their responses with others in the class. After this discussion, students will reread the text and reassess, or reexamine, their initial thoughts.
Why use Think, Rethink, Reread, Reexamine Thinking?
This strategy is useful because it not only requires students to think before, during, and after reading, but it also requires students to think about their thinking and reassess their predictions, particularly in relation to new information they've found. This strategy also revolves upon the notion of multiple readings, which is largely overlooked by students when reading on their own or in the classroom. This strategy not only helps students think metacognitively, but instills the process of multiple readings to gain and reassess information.
Think, Rethink, Reread, Reexamine Thinking is a good strategy that helps students monitor, assess, and reevaluate their initial predictions and reactions to a text. This strategy also helps student to record and organize their thoughts. After reading the story, students will write down their initial thoughts and share their responses with others in the class. After this discussion, students will reread the text and reassess, or reexamine, their initial thoughts.
Why use Think, Rethink, Reread, Reexamine Thinking?
This strategy is useful because it not only requires students to think before, during, and after reading, but it also requires students to think about their thinking and reassess their predictions, particularly in relation to new information they've found. This strategy also revolves upon the notion of multiple readings, which is largely overlooked by students when reading on their own or in the classroom. This strategy not only helps students think metacognitively, but instills the process of multiple readings to gain and reassess information.
Based upon information from Gary Martin Jr