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Think-Aloud Instructional Strategy. Researched & Compiled by Kimberly Gibeault Leah Klotz Rachel Weiss. Background.
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Think-Aloud Instructional Strategy Researched & Compiled by Kimberly Gibeault Leah Klotz Rachel Weiss
Background The think-aloud instructional strategy is “used to demonstrate what a thought process is. Teachers verbalize what they are thinking as they perform a particular task, read a passage, or solve a problem to enable students to hear the inferences and choices that are being made” (Stronge, 2004, p. 152).
Procedure • Use passages that contain unknown words, unclear sections, or contradictions. • The teacher reads aloud, stopping to verbalize the thinking that takes place when difficult or confusing material is encountered. The students follow along silently and listen as the teacher thinks through the trouble spots. • Students can work with partners to practice think-alouds by taking turns by reading short, carefully prepared passages and sharing thoughts. • Integrate practice with other lessons and provide demonstrations of how, why, and when to use think-alouds. • Students can practice independently using the check list below to verify use of procedures.
Checklist for Independent Think-AloudsProcedure and checklist adapted from:Content Area Reading: Literacy and Learning Across the Curriculum by Richard T. and Joanne L. VaccaWhile I was reading, how did I do?Put an X in the appropriate column
Classroom Application • 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… (Teacher Vision Website)
Assessment • As students utilize the think-aloud technique teacher observation and analyzation can serve as an assessment tool.
Possible Advantages • Questioning shows “the students how you reflect on the story, words, pictures, or language” (pbskids.org). • They show how you begin to make predictions about what will happen next. • It gives teachers the ability to show how to select an appropriate comprehension strategy for a specific spot in a certain text. • Creates student “inner dialogue”. • Develops independent learners. • The strategy can be used across the curriculum.
Possible Disadvantages • Time must be invested in modeling before students can do it individually. • A passage needs to be selected beforehand as you can not just use the think-aloud strategy with any text.
Think-Aloud Discussion Question • What text could you utilize to introduce your students to your strategy? What is an advantage and disadvantage that you foresee with this strategy? Where will you use it in your curriculum?
Additional Resources Websites: www.teachervision.fen.com //The ABCs of performing highly effective think-alouds.// //THINK-ALOUD PROTOCOL AND ADULT LEARNERS.// http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/thinkaloud.htm http://www.allamericareads.org/lessonplan/strategies/during/thinkaloud1.htm http://www.readwritethink.org/lessons/lesson_view.asp?id=139 http://www.learningpt.org/literacy/adolescent/strategies/aloud.php http://www.indiana.edu/~crls/rogerfarr/mcr/usingta/usingta.html http://www.readwritethink.org/lessons/lesson_view.asp?id=93 Books: Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland, ME: Stenhouse Publishers. Wilhelm, J.D. (2001). Improving comprehension with think-aloud strategies. New York, NY: Scholastic.
References • Teacher Vision www.teachervision.fen.com • www.pbs.org • http://literacy.kent.edu/eureka/strategies/think_aloud.pdf • Stronge textbook page 152 • Title: The ABCs of performing highly effective think-alouds. Authors: Block, Cathy Collins1 c.block@tcu.eduIsrael, Susan E.2 Source: Reading Teacher; Oct2004, Vol. 58 Issue 2, p154-167, 14p, 2 diagrams Document Type: Article. Retrieved April 15, 2007, from EBSCOhost database.
