Last year, my lead Literacy ReBot was HUGE on "think-alouds", which is the part of the lesson where you read or write and "think out loud" so that the kids can "see" your thought process. I found myself working it into my lessons this year, and while it felt odd at first, I caught on. I also read more on my own about the rationale for doing it. The idea is that when you do it regularly, it helps the kids to catch on, and ideally do it themselves and become better readers.
So now it's sort of second nature. Of course, the fact that I've incorporated it fairly easily into my teaching should mean that my students have worked it into their reading.
But maybe not. Today, when I opened a copy of Leonardo's Horse by Jean Fritz and got ready to do my thing, one of my students raised her hand and asked, "Are you going to do that thing where you stop and talk about what you've read? Because that's really annoying!"
"Really?" I asked. "You don't find that it helps you?" About half of them shook their heads. "Does anyone else find it annoying?" More than half of them were happy to say yes.
I wonder what the ReBots would say about that. And if the kids find it "annoying" is it benefiting them at all?