SlideShare una empresa de Scribd logo
1 de 22
Descargar para leer sin conexión
Think alouds
Think Aloud
Strategy
Think-alouds have been
described as "eavesdropping on
someone's thinking." With this
strategy, teachers verbalize aloud
while reading a selection orally.
Their verbalizations include
describing things they're doing as
they read to monitor their
comprehension. The purpose of the
think-aloud strategy is to model
for students how skilled readers
construct meaning from a text.
What Is It?
The think-aloud strategy asks students
to say out loud what they are thinking about
when reading, solving math problems, or
simply responding to questions posed by
teachers or other students. Effective
teachers think out loud on a regular basis to
model this process for students. In this way,
they demonstrate practical ways of
approaching difficult problems while bringing
to the surface the complex thinking
processes that underlie reading
comprehension, mathematical problem
solving, and other cognitively demanding
tasks.
Thinking out loud is an excellent
way to teach how to estimate the
number of people in a crowd, revise a
paper for a specific audience, predict
the outcome of a scientific experiment,
use a key to decipher a map, access prior
knowledge before reading a new passage,
monitor comprehension while reading a
difficult textbook, and so on.
Getting students into the habit of
thinking out loud enriches classroom
discourse and gives teachers an
important assessment and diagnostic
tool.
Think alouds
How to use think-alouds?
• Explain that reading is a
complex process that
involves thinking and sense-
making; the skilled reader's
mind is alive with questions
she asks herself in order to
understand what she reads.
• Select a passage to read aloud that
contains points that students might find
difficult, unknown vocabulary terms, or
ambiguous wording. Develop questions you
can ask yourself that will show what you
think as you confront these problems
while reading.
• While students read this passage
silently, read it aloud. As you read,
verbalize your thoughts, the questions
you develop, and the process you use to
solve comprehension problems. It is
helpful if you alter the tone of your
voice, so students know when you are
reading and at what points you begin
and end thinking aloud.
Coping strategies you can model include:
· Making predictions or hypotheses as you
read: "From what he's said so far, I'll bet
that the author is going to give some examples
of poor eating habits."
· Describing the mental pictures you " see" :
"When the author talks about vegetables I
should include in my diet, I can see our salad
bowl at home filled with fresh, green spinach
leaves."
· Demonstrating how you connect this
information with prior knowledge: "'Saturated fat'? I
know I've heard that term before. I learned it last
year when we studied nutrition."
· Creating analogies: "That description of
clogged arteries sounds like traffic clogging up the
interstate during rush hour."
· Verbalizing obstacles and fix-up strategies:
"Now what does 'angiogram' mean? Maybe if I reread
that section, I'll get the meaning from the other
sentences around it: I know I can't skip it because
it's in bold-faced print, so it must be important. If I
still don't understand, I know I can ask the teacher
for help,"
• Have students work with partners to
practice "think-alouds" when reading short
passages of text. Periodically revisit this
strategy or have students complete the
assessment that follows so these
metacomprehension skills become second
nature.
While I was
reading, how
much did I use
these "think-
aloud
strategies?
Not much A little
Most of
the time
All of the
time
Making and
revising
predictions
. . . .
Forming mental
pictures
. . . .
Connecting what
I read to what I
already know
. . . .
Creating
analogies
. . . .
Verbalizing
confusing points
. . . .
Using fix-up
strategies
. . . .
Examples of Visual Representations: Think-Aloud Assessment
Why use think-alouds?
It helps students learn to monitor their
thinking as they read and improves their
comprehension.
It teaches students to re-read a sentence,
read ahead to clarify, and/or look for
context clues to make sense of what they
read.
It slows down the reading process and
allows students to monitor their
understanding of a text.
Why Is It Important?
By verbalizing their inner speech (silent
dialogue) as they think their way through a problem,
teachers model how expert thinkers solve problems.
As teachers reflect on their learning processes, they
discuss with students the problems learners face and
how learners try to solve them. As students think
out loud with teachers and with one another, they
gradually internalize this dialogue; it becomes their
inner speech, the means by which they direct their
own behaviors and problem-solving processes
(Tinzmann et al. 1990). Therefore, as students think
out loud, they learn how to learn. They learn to think
as authors, mathematicians, anthropologists,
economists, historians, scientists, and artists. They
develop into reflective, metacognitive, independent
learners, an invaluable step in helping students
understand that learning requires effort and often is
difficult (Tinzmann et al. 1990). It lets students
know that they are not alone in having to think their
way through the problem-solving process.
Think-alouds are used to model comprehension
processes such as making predictions, creating images,
linking information in text with prior knowledge,
monitoring comprehension, and overcoming problems with
word recognition or comprehension (Gunning 1996).
By listening in as students think aloud, teachers
can diagnose students' strengths and weakness. "When
teachers use assessment techniques such as
observations, conversations and interviews with
students, or interactive journals, students are likely to
learn through the process of articulating their ideas and
answering the teacher's questions" (National Council of
Teachers of Mathematics 2000).
Reciprocal Think-
Alouds
Students work together in pairs, thinking
aloud, while they read a difficult text or
hypothesize something in science, or compare
opposing view points in social studies.
How it works
• one student thinks aloud
• the other writes down what is said
• students change roles
• reflection on the process
• write about the findings
While the teacher reads a text aloud,
students complete a think-aloud thought on a
sticky note and mark it as an idea to use during
another project such as journaling.
Prompts For Using Think-Alouds
 So far I’ve learned…
 This made me think of…
 That didn’t make sense…
 I think _____will happen next.
 I reread that part because…
 I was confused by…
 I think the most important part was…
 That is interesting because…
 I wonder why…
 I just thought of…
Let’s Read
"I've just got to get my merit badge today," thought
Jim. He was lost. His compass had broken when it fell
out of his hands and hit the rocks. Dad will be
disappointed if I don't pass this time. Jim couldn't find
the path to take to get back to camp. He saw some
boys through the bushes. They were wearing the same
troop number as Jim. "I'll just cut through here and
get back to camp. No one will know I didn't take the
right way, but what about the rocks?" he thought. He
was supposed to return with seven rocks that Mr. Sims
had left along the path. "I'll just bring back any rocks I
find," he thought. Jim picked up some rocks that
looked a lot like the rocks Mr. Sims had shown them.
"I'm here!" Jim shouted when he arrived. "Here are
my rocks." Mr. Sims took the rocks and gave Jim a
funny look. "These rocks don't have a green mark
painted on them, Jim," he said.
Think alouds

Más contenido relacionado

La actualidad más candente

Dos and Don'ts of Classroom Management: Your 25 Best Tips
Dos and Don'ts of Classroom Management: Your 25 Best TipsDos and Don'ts of Classroom Management: Your 25 Best Tips
Dos and Don'ts of Classroom Management: Your 25 Best TipsEdutopia
 
Questioning skills
Questioning skillsQuestioning skills
Questioning skillsbocalapam123
 
An experience with the pdp model to teaching reading
An experience with the pdp model to teaching readingAn experience with the pdp model to teaching reading
An experience with the pdp model to teaching readingIvan Aguilar
 
Whata wonderfulworld
Whata wonderfulworldWhata wonderfulworld
Whata wonderfulworldAna Maria
 
Teaching Listening
Teaching ListeningTeaching Listening
Teaching ListeningDorothy 76
 
Warm-up Activities for Teaching Children in ESL Class
Warm-up Activities for Teaching Children in ESL ClassWarm-up Activities for Teaching Children in ESL Class
Warm-up Activities for Teaching Children in ESL ClassVo Linh Truong
 
Tips And Strategies Classroom Management Version 2 By Dr Mostafa Mus
Tips And Strategies Classroom Management Version 2 By Dr Mostafa MusTips And Strategies Classroom Management Version 2 By Dr Mostafa Mus
Tips And Strategies Classroom Management Version 2 By Dr Mostafa MusMostafa Ewees
 
The differences between young, teenage and adult learners
The differences between young, teenage and adult learnersThe differences between young, teenage and adult learners
The differences between young, teenage and adult learnersTheo Navarro
 
Good language learner’s
Good language learner’sGood language learner’s
Good language learner’sFFarzana Lee
 
Instructions in the classroom
Instructions in the classroomInstructions in the classroom
Instructions in the classroomMartin Sketchley
 
Basics of Reflective Teaching
Basics of Reflective TeachingBasics of Reflective Teaching
Basics of Reflective TeachingAmin Neghavati
 
Read Aloud- Think Aloud
Read Aloud- Think AloudRead Aloud- Think Aloud
Read Aloud- Think Aloudmonaiehl
 

La actualidad más candente (20)

Reading skills
Reading skillsReading skills
Reading skills
 
Dos and Don'ts of Classroom Management: Your 25 Best Tips
Dos and Don'ts of Classroom Management: Your 25 Best TipsDos and Don'ts of Classroom Management: Your 25 Best Tips
Dos and Don'ts of Classroom Management: Your 25 Best Tips
 
Receptive skill
Receptive skillReceptive skill
Receptive skill
 
Questioning skills
Questioning skillsQuestioning skills
Questioning skills
 
Textbook Evaluation
Textbook  EvaluationTextbook  Evaluation
Textbook Evaluation
 
An experience with the pdp model to teaching reading
An experience with the pdp model to teaching readingAn experience with the pdp model to teaching reading
An experience with the pdp model to teaching reading
 
Whata wonderfulworld
Whata wonderfulworldWhata wonderfulworld
Whata wonderfulworld
 
Teaching Listening
Teaching ListeningTeaching Listening
Teaching Listening
 
Warm-up Activities for Teaching Children in ESL Class
Warm-up Activities for Teaching Children in ESL ClassWarm-up Activities for Teaching Children in ESL Class
Warm-up Activities for Teaching Children in ESL Class
 
Tips And Strategies Classroom Management Version 2 By Dr Mostafa Mus
Tips And Strategies Classroom Management Version 2 By Dr Mostafa MusTips And Strategies Classroom Management Version 2 By Dr Mostafa Mus
Tips And Strategies Classroom Management Version 2 By Dr Mostafa Mus
 
The differences between young, teenage and adult learners
The differences between young, teenage and adult learnersThe differences between young, teenage and adult learners
The differences between young, teenage and adult learners
 
Good language learner’s
Good language learner’sGood language learner’s
Good language learner’s
 
Students error correction
Students error correctionStudents error correction
Students error correction
 
Use of ICT in Language Testing
Use of ICT in Language TestingUse of ICT in Language Testing
Use of ICT in Language Testing
 
Instructions in the classroom
Instructions in the classroomInstructions in the classroom
Instructions in the classroom
 
Basics of Reflective Teaching
Basics of Reflective TeachingBasics of Reflective Teaching
Basics of Reflective Teaching
 
Read Aloud- Think Aloud
Read Aloud- Think AloudRead Aloud- Think Aloud
Read Aloud- Think Aloud
 
Topic sentence
Topic sentenceTopic sentence
Topic sentence
 
Reflective writing
Reflective writingReflective writing
Reflective writing
 
Providing feedback
Providing feedbackProviding feedback
Providing feedback
 

Similar a Think alouds

Comprehension & nonfiction texts
Comprehension & nonfiction textsComprehension & nonfiction texts
Comprehension & nonfiction textsEDIT3318
 
Comprehension and nonfiction texts
Comprehension and nonfiction textsComprehension and nonfiction texts
Comprehension and nonfiction textsCiel Educttu
 
Math Journals
Math JournalsMath Journals
Math Journalsjwalts
 
Math Journals
Math JournalsMath Journals
Math Journalsjwalts
 
Math Journals
Math JournalsMath Journals
Math Journalsjwalts
 
Math Journals
Math JournalsMath Journals
Math Journalsjwalts
 
Rhetorical Strategies In Teaching English
Rhetorical Strategies In Teaching EnglishRhetorical Strategies In Teaching English
Rhetorical Strategies In Teaching EnglishKatie Gulley
 
Rhetorical Strategies In Teaching English
Rhetorical Strategies In Teaching EnglishRhetorical Strategies In Teaching English
Rhetorical Strategies In Teaching EnglishJan Champagne
 
I read it
I read itI read it
I read itShannon
 
A Perfect Score
A Perfect ScoreA Perfect Score
A Perfect ScoreDonna Sims
 
Classroom volunteers
Classroom volunteersClassroom volunteers
Classroom volunteersCaitlynAllan
 
Introducción a Cocoa y Cocoa Touch
Introducción a Cocoa y Cocoa TouchIntroducción a Cocoa y Cocoa Touch
Introducción a Cocoa y Cocoa Touchfrr149
 

Similar a Think alouds (20)

Comprehension & nonfiction texts
Comprehension & nonfiction textsComprehension & nonfiction texts
Comprehension & nonfiction texts
 
Comprehension and nonfiction texts
Comprehension and nonfiction textsComprehension and nonfiction texts
Comprehension and nonfiction texts
 
Metacognition
MetacognitionMetacognition
Metacognition
 
Math Journals
Math JournalsMath Journals
Math Journals
 
Math Journals
Math JournalsMath Journals
Math Journals
 
Math Journals
Math JournalsMath Journals
Math Journals
 
Math Journals
Math JournalsMath Journals
Math Journals
 
Rhetorical Strategies In Teaching English
Rhetorical Strategies In Teaching EnglishRhetorical Strategies In Teaching English
Rhetorical Strategies In Teaching English
 
Rhetorical Strategies In Teaching English
Rhetorical Strategies In Teaching EnglishRhetorical Strategies In Teaching English
Rhetorical Strategies In Teaching English
 
Teaching And Learning Styles And Teaching Essay
Teaching And Learning Styles And Teaching EssayTeaching And Learning Styles And Teaching Essay
Teaching And Learning Styles And Teaching Essay
 
I read it
I read itI read it
I read it
 
Para Reading PD
Para Reading PDPara Reading PD
Para Reading PD
 
A Perfect Score
A Perfect ScoreA Perfect Score
A Perfect Score
 
Styling frameworks
Styling frameworksStyling frameworks
Styling frameworks
 
Classroom volunteers
Classroom volunteersClassroom volunteers
Classroom volunteers
 
Introducción a Cocoa y Cocoa Touch
Introducción a Cocoa y Cocoa TouchIntroducción a Cocoa y Cocoa Touch
Introducción a Cocoa y Cocoa Touch
 
Progressivism
ProgressivismProgressivism
Progressivism
 
1222
12221222
1222
 
Training_Jalandhar
Training_JalandharTraining_Jalandhar
Training_Jalandhar
 
Classroom talk
Classroom talkClassroom talk
Classroom talk
 

Último

The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxheathfieldcps1
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRATanmoy Mishra
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesCeline George
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptxmary850239
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational PhilosophyShuvankar Madhu
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxKatherine Villaluna
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17Celine George
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphNetziValdelomar1
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesMohammad Hassany
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17Celine George
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice documentXsasf Sfdfasd
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.EnglishCEIPdeSigeiro
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 

Último (20)

The basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptxThe basics of sentences session 10pptx.pptx
The basics of sentences session 10pptx.pptx
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRADUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
DUST OF SNOW_BY ROBERT FROST_EDITED BY_ TANMOY MISHRA
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
How to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 SalesHow to Manage Cross-Selling in Odoo 17 Sales
How to Manage Cross-Selling in Odoo 17 Sales
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptx
 
Philosophy of Education and Educational Philosophy
Philosophy of Education  and Educational PhilosophyPhilosophy of Education  and Educational Philosophy
Philosophy of Education and Educational Philosophy
 
Prelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quizPrelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quiz
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a Paragraph
 
Human-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming ClassesHuman-AI Co-Creation of Worked Examples for Programming Classes
Human-AI Co-Creation of Worked Examples for Programming Classes
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17How to Add a many2many Relational Field in Odoo 17
How to Add a many2many Relational Field in Odoo 17
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice document
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 

Think alouds

  • 3. Think-alouds have been described as "eavesdropping on someone's thinking." With this strategy, teachers verbalize aloud while reading a selection orally. Their verbalizations include describing things they're doing as they read to monitor their comprehension. The purpose of the think-aloud strategy is to model for students how skilled readers construct meaning from a text.
  • 4. What Is It? The think-aloud strategy asks students to say out loud what they are thinking about when reading, solving math problems, or simply responding to questions posed by teachers or other students. Effective teachers think out loud on a regular basis to model this process for students. In this way, they demonstrate practical ways of approaching difficult problems while bringing to the surface the complex thinking processes that underlie reading comprehension, mathematical problem solving, and other cognitively demanding tasks.
  • 5. Thinking out loud is an excellent way to teach how to estimate the number of people in a crowd, revise a paper for a specific audience, predict the outcome of a scientific experiment, use a key to decipher a map, access prior knowledge before reading a new passage, monitor comprehension while reading a difficult textbook, and so on. Getting students into the habit of thinking out loud enriches classroom discourse and gives teachers an important assessment and diagnostic tool.
  • 7. How to use think-alouds? • Explain that reading is a complex process that involves thinking and sense- making; the skilled reader's mind is alive with questions she asks herself in order to understand what she reads.
  • 8. • Select a passage to read aloud that contains points that students might find difficult, unknown vocabulary terms, or ambiguous wording. Develop questions you can ask yourself that will show what you think as you confront these problems while reading.
  • 9. • While students read this passage silently, read it aloud. As you read, verbalize your thoughts, the questions you develop, and the process you use to solve comprehension problems. It is helpful if you alter the tone of your voice, so students know when you are reading and at what points you begin and end thinking aloud.
  • 10. Coping strategies you can model include: · Making predictions or hypotheses as you read: "From what he's said so far, I'll bet that the author is going to give some examples of poor eating habits." · Describing the mental pictures you " see" : "When the author talks about vegetables I should include in my diet, I can see our salad bowl at home filled with fresh, green spinach leaves."
  • 11. · Demonstrating how you connect this information with prior knowledge: "'Saturated fat'? I know I've heard that term before. I learned it last year when we studied nutrition." · Creating analogies: "That description of clogged arteries sounds like traffic clogging up the interstate during rush hour." · Verbalizing obstacles and fix-up strategies: "Now what does 'angiogram' mean? Maybe if I reread that section, I'll get the meaning from the other sentences around it: I know I can't skip it because it's in bold-faced print, so it must be important. If I still don't understand, I know I can ask the teacher for help,"
  • 12. • Have students work with partners to practice "think-alouds" when reading short passages of text. Periodically revisit this strategy or have students complete the assessment that follows so these metacomprehension skills become second nature.
  • 13. While I was reading, how much did I use these "think- aloud strategies? Not much A little Most of the time All of the time Making and revising predictions . . . . Forming mental pictures . . . . Connecting what I read to what I already know . . . . Creating analogies . . . . Verbalizing confusing points . . . . Using fix-up strategies . . . . Examples of Visual Representations: Think-Aloud Assessment
  • 14. Why use think-alouds? It helps students learn to monitor their thinking as they read and improves their comprehension. It teaches students to re-read a sentence, read ahead to clarify, and/or look for context clues to make sense of what they read. It slows down the reading process and allows students to monitor their understanding of a text.
  • 15. Why Is It Important? By verbalizing their inner speech (silent dialogue) as they think their way through a problem, teachers model how expert thinkers solve problems. As teachers reflect on their learning processes, they discuss with students the problems learners face and how learners try to solve them. As students think out loud with teachers and with one another, they gradually internalize this dialogue; it becomes their inner speech, the means by which they direct their own behaviors and problem-solving processes (Tinzmann et al. 1990). Therefore, as students think out loud, they learn how to learn. They learn to think as authors, mathematicians, anthropologists, economists, historians, scientists, and artists. They develop into reflective, metacognitive, independent learners, an invaluable step in helping students understand that learning requires effort and often is difficult (Tinzmann et al. 1990). It lets students know that they are not alone in having to think their way through the problem-solving process.
  • 16. Think-alouds are used to model comprehension processes such as making predictions, creating images, linking information in text with prior knowledge, monitoring comprehension, and overcoming problems with word recognition or comprehension (Gunning 1996). By listening in as students think aloud, teachers can diagnose students' strengths and weakness. "When teachers use assessment techniques such as observations, conversations and interviews with students, or interactive journals, students are likely to learn through the process of articulating their ideas and answering the teacher's questions" (National Council of Teachers of Mathematics 2000).
  • 18. Students work together in pairs, thinking aloud, while they read a difficult text or hypothesize something in science, or compare opposing view points in social studies. How it works • one student thinks aloud • the other writes down what is said • students change roles • reflection on the process • write about the findings While the teacher reads a text aloud, students complete a think-aloud thought on a sticky note and mark it as an idea to use during another project such as journaling.
  • 19. Prompts For Using Think-Alouds  So far I’ve learned…  This made me think of…  That didn’t make sense…  I think _____will happen next.  I reread that part because…  I was confused by…  I think the most important part was…  That is interesting because…  I wonder why…  I just thought of…
  • 21. "I've just got to get my merit badge today," thought Jim. He was lost. His compass had broken when it fell out of his hands and hit the rocks. Dad will be disappointed if I don't pass this time. Jim couldn't find the path to take to get back to camp. He saw some boys through the bushes. They were wearing the same troop number as Jim. "I'll just cut through here and get back to camp. No one will know I didn't take the right way, but what about the rocks?" he thought. He was supposed to return with seven rocks that Mr. Sims had left along the path. "I'll just bring back any rocks I find," he thought. Jim picked up some rocks that looked a lot like the rocks Mr. Sims had shown them. "I'm here!" Jim shouted when he arrived. "Here are my rocks." Mr. Sims took the rocks and gave Jim a funny look. "These rocks don't have a green mark painted on them, Jim," he said.