DescriptionA think aloud is when a teacher thinks out loud and models this skill to a reader or readers in order to make sense of the text. This strategy works well as a path for discussing and comprehending grade-level text. In order to use this strategy you must begin by selecting a short passage that contains unknown words and their points of difficulty. Give all the students a copy to follow along. Read the passage out loud, making sure to stop at different points in the passage, such as at the end of each paragraph. Verbalize your thought process that was used in order to help understand the paragraph. Explain to the students that this is what you want them to do as well. Encourage students to participate and feel free to give you their input and add anything to the think aloud.
Video: The video on the right is an example of what a read aloud looks like. The teacher talks about what a think aloud is and some strategies within a think aloud that you can use during a think aloud. The teacher works with the student as to what to do while reading and the resources you can use to help figure out unknown words. Pictures: The images on the right are both two types of graphic organizers that can be used when conducting a think aloud. Once students understand how to do a think aloud, they can then transfer their thoughts on these graphic organizers as they are reading to demonstrate what they are thinking during their independent reading. |
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Content Area Examples1. History: The think aloud strategy can take place in history in a small group setting. The teacher can pull back a group of students and model this strategy to the students. This lesson will be done using a history article. This strategy will help students comprehend what is being read and how to accomplish this strategy on their own while they are reading.
2. Health: This can take place in health as a whole group lesson. The students would all have a health book and follow along with the teacher. The teacher would stop at various spots throughout the chapter and relate their thoughts about what they read. The teacher will then have the students do a think-pair-share as to what they were thinking as they read the book. 3. Literacy: The think aloud strategy can take place in literacy by having the teacher demonstrate it as a whole group lesson. The teacher provides the students with the book that they will be reading, then the students follow along as the teacher reads it aloud. At the end of paragraphs the teacher will the model what it looks like to think aloud and what strategy they are using to help them understand the text. The teacher will encourage students to add any necessary comments when needed. 4. Science: This can take place in science while reading a book on plants. Students will follow along with the teacher as the teacher reads the book aloud. After each paragraph, the teacher will explain their thoughts to the students. Students will get the chance to share their thoughts and how they comprehended the text themselves in comparison to the teacher. |
Resources1. Jennings, J., Caldwell, J., & Lerner, J. (2014). Comprehension of Informational Text. In Reading Problems: Assessment and Teaching Strategies (7th ed., p. 315). Boston, Massachusetts: Pearson.
2. Think Aloud. (2013, February 8). Retrieved November 6, 2015, from https://www.youtube.com/watch?v=MmqWlAm9v0E |