In a read-aloud session, the teacher modeling metacognitive strategies helps students to:

In a read-aloud session, when a teacher models metacognitive strategies, it greatly assists students in enhancing their understanding of their own thinking processes. This approach encourages students to think about how they approach reading and comprehension. By verbalizing their thoughts and strategies such as predicting, questioning, clarifying, and summarizing, students learn to reflect on their cognitive processes. As they listen to the teacher articulate their thinking, students become more aware of how they can monitor their understanding and adjust their reading strategies accordingly. This self-awareness is foundational in developing better comprehension skills and fostering a more intentional approach to reading that can be applied across various texts and tasks.

In this context, becoming familiar with vocabulary is important, but it is not the primary focus of modeling metacognitive strategies. Practicing typing notes is also beneficial for some aspects of learning, yet it doesn't directly relate to the understanding of one's thinking. Improving reading speed is a different skill set altogether and is not the primary objective of metacognitive modeling in reading sessions.