interactive think aloud
what is it?
* An interactive think aloud is where a teacher literally thinks aloud, modeling to monitor his or her own comprehension.
* Throughout the think aloud, the teacher will often ask questions to keep students engaged and transition them between sections of reading.
* "The Interactive Think Aloud occurs while the teachers or students (chorally) read and stop as necessary to think aloud" (Miller, 2011, p.88).
* Teachers can present "thought cards" and "comment cards" to students during an interactive think aloud so that students are active participants throughout the think aloud.
* "The think-aloud is a technique in which students verbalize their thoughts as they read and thus bring into the open the strategies they are using to understand a text" (Polk, 2012, p.1).
* Examples of an interactive think aloud:
* Throughout the think aloud, the teacher will often ask questions to keep students engaged and transition them between sections of reading.
* "The Interactive Think Aloud occurs while the teachers or students (chorally) read and stop as necessary to think aloud" (Miller, 2011, p.88).
* Teachers can present "thought cards" and "comment cards" to students during an interactive think aloud so that students are active participants throughout the think aloud.
* "The think-aloud is a technique in which students verbalize their thoughts as they read and thus bring into the open the strategies they are using to understand a text" (Polk, 2012, p.1).
* Examples of an interactive think aloud:
* Below is an idea of a game that could be played with interactive think alouds:
how to use an interactive think aloud in the classroom:
1) Choose an appropriate level text that includes necessary content.
2) Read the text to self before teaching using the think aloud in order to think about one's own reading process, noting the text structure, unfamiliar vocabulary, text features, and concepts that are essential to comprehending the text. These are all areas that should be discussed during the interactive think aloud.
3) Introduce the text by activating and/or building students background knowledge.
4) Provide students with a copy of the text being read during the interactive think aloud. Allow students to highlight/underline and take notes.
5) Read aloud the story with students, performing an interactive think aloud while reading.
6) During the think aloud, model how to address the text structure, unfamiliar vocabulary, text features, and new concepts.
7) Model how to note comments within the body of the text. Demonstrate highlighting or underlining certain concepts and make notes on thoughts shared as a class.
8) Encourage students to share their thoughts aloud. Allow them to work in small groups and partners, as well as whole class to monitor comprehension through an interactive think aloud.
2) Read the text to self before teaching using the think aloud in order to think about one's own reading process, noting the text structure, unfamiliar vocabulary, text features, and concepts that are essential to comprehending the text. These are all areas that should be discussed during the interactive think aloud.
3) Introduce the text by activating and/or building students background knowledge.
4) Provide students with a copy of the text being read during the interactive think aloud. Allow students to highlight/underline and take notes.
5) Read aloud the story with students, performing an interactive think aloud while reading.
6) During the think aloud, model how to address the text structure, unfamiliar vocabulary, text features, and new concepts.
7) Model how to note comments within the body of the text. Demonstrate highlighting or underlining certain concepts and make notes on thoughts shared as a class.
8) Encourage students to share their thoughts aloud. Allow them to work in small groups and partners, as well as whole class to monitor comprehension through an interactive think aloud.
how this strategy benefits student learning:
* Students are watching a proficient reader model the strategy
* Students are learning how to gain control of their own comprehension
* "They will be able to engage in self-monitoring as they independently attempt to understand challenging text" (Miller, 2011, p.88).
* "Think-alouds require a reader to stop periodically, reflect on how a text is being processed and understood, and relate orally what reading strategies are being employed" (Polk, 2012, p.1).
* Students are learning how to gain control of their own comprehension
* "They will be able to engage in self-monitoring as they independently attempt to understand challenging text" (Miller, 2011, p.88).
* "Think-alouds require a reader to stop periodically, reflect on how a text is being processed and understood, and relate orally what reading strategies are being employed" (Polk, 2012, p.1).
using this strategy with writing:
* During an interactive think aloud, students could share their thoughts in writing creating a clear and coherent paragraph sharing their thoughts on a topic discussed.
Supporting Common Core State Standard in Writing Grades 3-8: CCSS.ELA-Literacy.WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Supporting Common Core State Standard in Writing Grades 3-8: CCSS.ELA-Literacy.WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
supporting videos:
* The video below explains what think alouds are and how they can be used before, during, and after reading to enhance comprehension in students.
* The video below is a secondary math teacher performing a think aloud in order to solve a math problem. He demonstrates how he keeps students engaged through an interactive think aloud, showing them the thinking process it takes to solve each problem.
research says....
* "Research tells us that proficient readers track or monitor their understanding and that they apply strategies as needed" (Miller, 2011, p.86).
* "The ability to monitor one's own comprehension is thought to be the first step toward becoming a strategic reader" (Miller, 2011, p.86).
* "Studies have shown that the think-aloud strategy improves comprehension on tests" (Polk, 2012, p.1).
* "This metacognitive awareness (being able to think about one's own thinking) is a crucial component of learning, because it enables learners to assess their level of comprehension and adjust their strategies for greater success" (Polk, 2012, p.1).
* "Several studies have shown that students who verbalize their reading strategies and thoughts while reading score significantly higher on comprehension tests" (Polk, 2012, p.1).
Sources:
Miller, M., & Veatch, N. (2011). Literacy in Context: Choosing Instructional Strategies to Teach Reading in Content Areas for Students in Grades 5-12. Boston, MA: Pearson Education Inc.
Polk County Public Schools. (2012). Using Think-Alouds to Improve Reading Comprehension. Polk County Public Schools. Retrieved July 23, 2014 from https://www.polk-fl.net/staff/teachers/reading/documents/Read180Day1/Monday3/ToThinkOrN_Escandell/TOTHINKORNHO_ESCANDELL1.pdf.
* "The ability to monitor one's own comprehension is thought to be the first step toward becoming a strategic reader" (Miller, 2011, p.86).
* "Studies have shown that the think-aloud strategy improves comprehension on tests" (Polk, 2012, p.1).
* "This metacognitive awareness (being able to think about one's own thinking) is a crucial component of learning, because it enables learners to assess their level of comprehension and adjust their strategies for greater success" (Polk, 2012, p.1).
* "Several studies have shown that students who verbalize their reading strategies and thoughts while reading score significantly higher on comprehension tests" (Polk, 2012, p.1).
Sources:
Miller, M., & Veatch, N. (2011). Literacy in Context: Choosing Instructional Strategies to Teach Reading in Content Areas for Students in Grades 5-12. Boston, MA: Pearson Education Inc.
Polk County Public Schools. (2012). Using Think-Alouds to Improve Reading Comprehension. Polk County Public Schools. Retrieved July 23, 2014 from https://www.polk-fl.net/staff/teachers/reading/documents/Read180Day1/Monday3/ToThinkOrN_Escandell/TOTHINKORNHO_ESCANDELL1.pdf.