what is think aloud in education

Think-Alouds

Effective teachers think out loud on a regular basis

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What Are Think-Alouds?

Think-alouds are a strategy in which students verbalize their thoughts while reading or answering questions. By saying what they're thinking, students can externalize and process their thoughts.

Effective teachers think out loud regularly 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, problem solving, and other cognitively demanding tasks.

Why Use Think-Alouds?

Key takeaways:

• The think-aloud strategy is used to model comprehension processes such as making predictions, creating images, and linking information to prior knowledge.
• Teachers model expert problem-solving by verbalizing their thought processes, aiding students in developing their own problem-solving skills, and fostering independent learning.
• Teachers can assess students' strengths and weaknesses by listening to their verbalized thoughts.
• Getting students into the habit of thinking out loud enriches classroom discourse and gives teachers an important assessment and diagnostic tool.
• Research has demonstrated that the think-aloud strategy is effective for fostering comprehension skills from an early age.

Summary of the research

Think-alouds, where teachers vocalize their problem-solving process, serve as a model for students to develop their inner dialogue, a critical tool in problem-solving (Tinzmann et al. 1990). This interactive approach fosters reflective, metacognitive, independent learning. It helps students understand that learning requires effort and often involves difficulty, assuring them they are not alone in navigating problem-solving processes (Tinzmann et al. 1990).

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 weaknesses. "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).

Research into the impact of using the think-aloud strategy to enhance reading comprehension of science concepts found that implementing think-alouds as a during-reading activity significantly improved the comprehension of science concepts in Kindergarten students (Ortleib & Norris, 2012). This finding underscores the effectiveness of the think-aloud strategy in fostering comprehension skills from an early age.

How To Use Think-Alouds

Think-alouds are versatile teaching tools that can be applied in various ways. For instance, in math, teachers can model the strategy by vocalizing their problem-solving process as they work through a problem. In reading, the think-aloud strategy enhances comprehension by allowing students to actively engage with the text, verbalizing their thought processes, questions, and connections.

Another approach is the use of reciprocal think-alouds, which fosters collaboration and helps students understand different ways of thinking. Think-alouds can also be used as an assessment tool to pinpoint individual student needs, shaping instruction to better suit each learner.

Think-alouds can be used in a number of ways across different subject areas, including:

• Reading/English: The think-aloud process can be used during all stages of reading, from accessing prior knowledge and making predictions to understanding text structure and supporting opinions.
• Writing: Think-alouds can be used to model the writing process, including pre-writing strategies, drafting, revision, and editing.
• Math: Use think-alouds to model the use of new math processes or strategies, and assess student understanding.
• Social Studies: During discussions on complex topics, have students use think-alouds to explain their reasoning and opinions.
• Science: Think-alouds can be used to model the scientific inquiry process, and students can reflect on this process in their journals or learning logs.

Modeling Thinking-Alouds

Modeling think-alouds is a method where a teacher vocalizes their problem-solving process, serving as a guide for students. This strategy allows learners to see the internal mechanisms of problem-solving, demonstrating that learning is an active process. It helps students develop their metacognitive skills, promoting independent learning.

What does this look like in the classroom?

Before proceeding with the actual think-aloud, first, explain the concept and its significance. For instance, "Today, we're going to use the think-aloud strategy as we work through this problem. The think-aloud strategy helps us to vocalize our inner thoughts and reasoning as we solve a problem. It's a useful tool because it allows us to better understand our own thought processes and identify areas where we might be struggling."

Modeling the Think-Aloud Strategy for Math

The think-aloud strategy is instrumental in developing problem-solving skills as it promotes metacognition, enabling students to understand and evaluate their thought processes while tackling a problem.

For example, suppose during math class you'd like students to estimate the number of pencils in a school. Introduce the strategy by saying, "The strategy I am going to use today is estimation. We use it to . . . It is useful because . . . When we estimate, we . . ."

Next say, "I am going to think aloud as I estimate the number of pencils in our school. I want you to listen and jot down my ideas and actions." Then, think aloud as you perform the task.

Your think-aloud might go something like this:

"Hmmmmmm. So, let me start by estimating the number of students in the building. Let's see. There are 5 grades; first grade, second grade, third grade, fourth grade, fifth grade, plus kindergarten. So, that makes 6 grades because 5 plus 1 equals 6. And there are 2 classes at each grade level, right? So, that makes 12 classes in all because 6 times 2 is 12. Okay, now I have to figure out how many students in all. Well, how many in this class? [Counts.] Fifteen, right? Okay, I'm going to assume that 15 is average. So, if there are 12 classes with 15 students in each class, that makes, let's see, if it were 10 classes it would be 150 because 10 times 15 is 150. Then 2 more classes would be 2 times 15, and 2 times 15 is 30, so I add 30 to 150 and get 180. So, there are about 180 students in the school. I also have to add 12 to 180 because the school has 12 teachers, and teachers use pencils, too. So that is 192 people with pencils."

Continue in this way.

Modeling the Think-Aloud Strategy for Reading

The think-aloud strategy enhances reading comprehension by promoting metacognitive understanding of the reading process. It allows students to actively engage with the text, verbalizing their thought processes, questions, and connections, which leads to deeper understanding and retention of material.

When reading aloud, you can stop from time to time and orally complete sentences like these:

• 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...

More Ways to Model Think-Alouds

Another option is to video the part of a lesson that models thinking aloud. Students can watch the video and figure out what the teacher did and why. Stop the video periodically to discuss what they notice, what strategies were tried, and why, and whether they worked. As students discuss the process, jot down any important observations.

Once students are familiar with the strategy, include them in a think-aloud process. For example:

Teacher: "For science class, we need to figure out how much snow is going to fall this year. How can we do that?"

Student: "We could estimate."

Teacher: "That sounds like it might work. How do we start? What do we do next? How do we know if our estimate is close? How do we check it?"

In schools where teachers work collaboratively in grade-level teams or learning communities, teachers can plan and rehearse using the think-aloud strategy with a partner before introducing it to students. It is often more effective when the whole school focuses on the same strategy and approaches to integrate it into learning.

Reciprocal Think-Alouds

In reciprocal think-alouds, students are paired with a partner. Students take turns thinking aloud as they read a difficult text, form a  hypothesis in science , or compare opposing points of view in  social studies . While the first student thinks aloud, the second student listens and records what the first student says. Then students change roles so each partner can think aloud and observe the process. Next, students reflect on the process together, sharing what they tried and discussing what worked well for them and what didn't. As they write about their findings, they can start a mutual learning log that they refer back to.

Think-Alouds as an Assessment Tool

After students are comfortable with the think-aloud process you can use it as an assessment tool. As students think out loud through a problem-solving process, such as reflecting on the steps used to solve a problem in math, write what they say. This allows you to observe the strategies students use. Analyzing the results will allow to pinpoint the individual student's needs and provide appropriate instruction.

Assign a task, such as solving a specific problem or reading a passage of text. Introduce the task to students by saying, "I want you to think aloud as you complete the task: say everything that is going on in your mind." As students complete the task, listen carefully and write down what students say. It may be helpful to use a tape recorder. If students forget to think aloud, ask open-ended questions: "What are you thinking now?" and "Why do you think that?"

After the think-alouds, informally interview students to clarify any confusion that might have arisen during the think-aloud. For example, "When you were thinking aloud, you said . . . Can you explain what you meant?"

Lastly, use a  rubric  as an aid to analyze each student's think-aloud, and use the results to shape instruction.

For state-mandated tests, determine if students need to think aloud during the actual testing situation. When people are asked to solve difficult problems or to perform difficult tasks, inner speech goes external (Tinzmann et al. 1990). When faced with a problem-solving situation, some students need to think aloud. For these students, if the state testing protocol permits it, arrange for testing situations that allow students to use think-alouds. This will give a more complete picture of what these students can do as independent learners.

See the research that supports this strategy

Tinzmann, M B. et. al. (1996) What Is the Collaborative Classroom? Journal: NCREL. Oak Brook.

Gunning, Thomas G. (1996). Creating Reading Instruction for All Children. Chapter 6, 192-236.

The National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA: The National Council of Teachers of Mathematics, Inc .

Wilhelm, J. D. (2001). Improving Comprehension with Think-Aloud Strategies. New York: Scholastic Inc.

Ortlieb, E., & Norris, M. (2012). Using the Think-Aloud Strategy to Bolster Reading Comprehension of Science Concepts. Current Issues in Education , 15 (1)

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Think Aloud

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What Is a Think Aloud?

The Think Aloud strategy helps make visible the many invisible strategies that proficient readers use to monitor their comprehension as then engage with a text. During a “think aloud,” the teacher reads aloud a section of a text, pausing every now and again to reveal what they are thinking about and doing in order to understand what they are reading. This strategy demystifies the process of constructing meaning from a text and helps students see all of the active thinking that leads to comprehension. Think Alouds can be community-building experiences when teachers take interpretive risks in front of their students, especially when they model with texts that they don’t fully understand themselves.

You can model the following reading skills during a Think Aloud:

Pausing when something is unclear  Rereading a section of the text Visualizing a character, setting, or scene  Figuring out vocabulary in context Posing a question: Did I misread something? Is this a flashback? Did the narrator just change? What does this word mean? What’s the relationship between these characters? What does “it” refer to in this sentence? Connecting what you read to something else in the text, another text, or your own experience Predicting what might happen next

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How to use the think aloud strategy.

Choose a Text

Before teaching the lesson, choose a short text, such as a few paragraphs from a book or article, a poem, or even a work of art. Consider what skills you want to highlight and practice reading the text out loud, making notes about some of the places you will pause to “think aloud” and which skills you will identify. Alternatively, choose a text to “read cold” for a more authentic reading comprehension experience.

Model a Think Aloud

Project and pass out the text. Explain to students that you will be reading aloud and pausing to name the things you are thinking that help you understand the text. Start reading and pause for your first “think aloud” comment. For example, using the first poem of Jacqueline Woodson’s  Brown Girl Dreaming , you might pause to say, “I notice that the author says ‘I am born’ here. That’s interesting . . . usually we say I was born. I wonder if she is connecting her birth to the present time.” If you have the technology to do so, make a brief annotation as you think aloud. Continue to read and think aloud for a few paragraphs.

Ask students to name the strategies they notice you using. Write them on the board. Then have students work in pairs to read the next section of the text. One student starts reading, pausing periodically to “think aloud” while the other student listens. Then have them switch roles.

Students Practice Independently

Finally, have students practice independently, pausing to “think aloud” in their heads as they read. 

Conclude the activity with a class discussion or  exit ticket  in response to the following questions

• What do you think about as you read? 
• What strategy did you find most helpful? How does it help you understand a text?

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Improving Reading Comprehension with Think-Alouds

Give your students a play-by-play of your thinking and watch reading skills soar.

“The author doesn’t come right out and say it, but I’m getting the sense that the grandparents died,” Mrs. Sweeney tells her class of second graders while reading aloud from Thank You, Mr. Falker . Throughout her read-aloud, this teacher will stop to ask questions, make observations, and think deeply about the story. By allowing her class to eavesdrop on what she ,  a skilled reader, is thinking while reading, she is modeling the strategies used by proficient readers. She is building her students’ reading comprehension through the tried-but-true strategy of  think-alouds , a powerful way to engage readers and to impact their learning.

To update your think-alouds or to return to this often overlooked strategy, follow these tips.

Think aloud with your favorite text.

There is no “right” or “wrong” text for think-alouds. Just as reading aloud is fruitful for readers of all ages and levels , think-alouds work for any text, for students of any age, and across all content areas. We can think aloud with four-year-olds reading Knuffle Bunny just as easily as we can think aloud with eighth graders in their social studies textbooks.

Plan in advance.

Whether you are reading Dr. Seuss’ Green Eggs and Ham or Hemingway’s A Moveable Feast , every think-aloud requires that you peruse the text and use sticky notes to mark “juicy stopping points.” These are the junctures that, in one way or another, invite you to do something as a reader. Infer, ask a question, lean in and take notice of figurative language, and so on. Well-executed think-alouds do not emerge extemporaneously. They require thoughtful preparation, knowledge of the chosen text, and a meaningful connection between the text and the appropriate comprehension strategies. I like to use sticky notes to mark these points as I preview the text.

Provide a visual cue to indicate when you are thinking aloud.

As I think aloud, I provide an obvious gesture that helps students differentiate between when I am reading from the text and when I am thinking about the text. To signal when I’m thinking aloud, I use my index finger and point to my temple or tap the side of my head. With this gesture, students readily understand that the words I’m saying are not found in the book but, rather, are in my head.

Use I-statements to jump-start your think-alouds.

I-statements, as in, “I wonder if the author means …” or “I’m going to reread … ,” are the clearest ways for teachers to model the reading comprehension strategies that proficient readers use. Through “I” language, students begin to learn how to apply reading strategies to their independent reading.

The secret to success lies in planning think-alouds well. They may sound spontaneous, but they are expertly choreographed. So grab your favorite text, choose your marking spots where you will stop and think, and bring your readers of all ages one step closer to independent use of comprehension strategies.

For even more direction on how to use think-alouds, use this resource from the National Council of Teachers of English.

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Think Big with Think-Alouds

Lisa Fink 12.23.17 Assessment Booklists Literacy Literature Reading Teaching

This post is written by member Molly Ness.

Close your eyes for a second and think back to the last time you read aloud to a child; perhaps it was in your classroom of students or to a loved one, like your son or daughter or grandchild. In all likelihood, you did not merely plow through the book. Instead, you stopped periodically to get the reader’s insight. Perhaps you directed your class to make a prediction in a turn-and-talk. Or maybe you asked the child, “Why do you think the character felt that way?” But did you stop to think aloud? Did you use “I” language to model the thinking that you – as a proficient reader – did to comprehend the text?

All read-alouds – no matter the text genre, the age of the audience, or the content area – are an opportune time for students to internalize the metacognitive moves that a proficient reader employs to understand a text. In a think-aloud, a skilled reader provides quick explanations of what is going through his or her mind at periodic stopping points. With this transparent effort, students are more likely to internalize the reading comprehension strategies that will help them in their independent reading. Research shows the benefits of read-alouds . Students who are exposed to think-alouds outperform their peers who didn’t receive such instruction on measures of reading comprehension. The think-aloud is an energized, brief instructional burst that helps young readers take on the strategies modeled.

Despite their benefits, think-alouds are not commonplace in K–5 classrooms today. Because most teachers are proficient readers themselves, it may be difficult for us to pinpoint the sources of confusion for our students. In my work as a teacher educator, I have found that the explicit modeling component of think-alouds requires deliberate and diligent planning. Effective think-alouds do not emerge extemporaneously. We cannot assume that effective think-alouds will come to us naturally and without advance planning.

In a yearlong study with a teacher study group, I created a three-step process to help teachers think big with think-alouds. As I plan my think-alouds to be a powerful metcognitive strategy, I skim through the selected text three times – each rereading is described in the steps below. I equate this three-step planning process to teaching a child to ride a bike with training wheels. Just as training wheels provide stability and confidence in learning a new skill, so does the word-by-word script of a think-aloud. Our end goal is to be able to think aloud with comfort, ease, and skill, just as a young child hopes to ride a bike independently.

Read Once: Identifying Juicy Stopping Points

The first step in thinking aloud is a close examination of the text. I peruse the text searching for the comprehension opportunities in its pictures, words, and layout. I begin planning my think-alouds with a stack of sticky notes in hand. The purpose of this first reading is to mark the pages or paragraphs where I identify “juicy stopping points.” A juicy stopping point offers a range of possibilities, either comprehension opportunities or stumbling blocks. In my first reading, I may identify upwards of fifteen juicy stopping spots in a standard children’s picture book!  

Read Twice: Determining Where and When to Think Aloud

In my second reading, I examine each stopping point and critically reflect on the need for that particular point. The goal here is to truly focus on which stopping points are appropriate and purposeful. I keep several factors in mind as I make my decisions, including my overall purpose for selecting this particular text, my learning objectives in this lesson, and which comprehension strategies are familiar or unfamiliar to my students prior to reading this text. After my second reading, I typically end up with about five to seven stopping points; these are the bare bones of the think-aloud to model in front of my students.

Read Three Times: Writing the Scripts on Sticky Notes

The goal of my third reading is to identify the script of exactly what I will say in front of students. I literally write out, in first-person narrative, what I will say in response to a text, so as to give students the chance to eavesdrop on our reading processes. Using “I” statements, I encourage my students to internalize these reading comprehension strategies so that they can emulate such purposeful reading.

The End Result of the Three-Step Process

Thinking aloud requires a paradigm shift in the language that we as teachers use during read-alouds. Typically, we ask our students surface-level questions such as “Where does the story take place?” and “Why do you think he left the town?” These questions serve merely to assess our students’ understanding of the text. Our time is better spent using language that builds their understanding, by showing them the thinking we are doing. As we think aloud, we mentor students in building the comprehension skills they need to become successful independent readers.

Molly Ness is an associate professor of education at Fordham University’s Graduate School of Education. She is the author of Think Big with Think Alouds (Corwin, 2018).

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A think-aloud is “a strategic model for active thinking during the reading process, which is used to demonstrate other reading comprehension strategies, including monitoring, visualizing, and summarizing.” Think-alouds are like “eavesdropping on someone’s thinking.” With this technique, teachers verbalize while reading. Their verbalizations include explaining things they’re doing as they read to monitor their comprehension. We use the think-aloud strategy to model for students how good readers create meaning from a text. 

Why use think-alouds?

• It allows students to learn how to take control of their thinking as they read. It also improves their comprehension.
• It instructs students on how to re-read a passage or sentence, read ahead to increase comprehension, and/or look for context clues.
• It decelerates the reading process and allows students to monitor their reading comprehension.

How can I use think-alouds in my classroom?

For a detailed explanation of how to use think-alouds in your classroom, check out the following video.

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The Will to Teach

The power of thinking aloud as a teaching strategy.

Why should i be thinking aloud for my students, you model the thinking and learning process., you demonstrate your own misunderstandings and mistakes., you encourage your students to do the same., you give students the language to be able to reflect on their own thinking and learning..

It’s a tragically common thing in teaching that strategies and techniques are pigeon-holed into a specific subject area or year-level. I’ve recently learned of the power of the think-aloud through a chance conversation with a Primary teacher , and realised that it was something that I’d already been doing to some degree. What I didn’t realise is how much potential it has.

S ee more: 6 High Impact Teaching Strategies that take 30 Seconds or Less 

The concept of the think-aloud is simple: you verbally describe what you’re thinking as you’re thinking it. Most teachers would do this whether they’re consciously doing it or not, but the effect and usefulness of these techniques in a range of situations is something that I’ve only just realised. 

This probably isn’t a surprise to most teachers, but this is a well-researched and documented technique . 1 Why and when should you incorporate think-alouds into your practice?

See more: 8 Simple Strategies for Effective Classroom Communication

This is the most obvious reason why you would want to use a think-aloud. If you’re trying to teach your students how to apply their knowledge to solve complex problems, you might put the problem up on the board and verbally go through the steps that you’re taking as you solve it. Instead of just writing the steps or answer on the board, you verbally describe what you notice first, what’s familiar, what the links are between different concepts, and slowly work out the answer. 

Verbalising this process models strategies that your students can use to solve their own problems. You can show how you are deconstructing a problem to find familiar concepts and work them into a solution. Many students see a complex problem that seems unfamiliar and freeze, unable to begin trying to solve it. By thinking aloud, you model a method for tackling these kinds of problems.

An important aspect of using think-alouds is making sure that you’re honest. You don’t want to script or pre-plan what you’re going to say, as it greatly diminished its effect. If you make a mistake or don’t notice something immediately, it is incredibly important that you also verbalise that. 

This will help your students see that it’s okay if you miss things the first time around, but it also demonstrates that even you miss things and that they need to be careful to double-check. It will also model how to respond when you have made a mistake . I mean this in both a cognitive way to work closer to a justifiable solution, as well as in an emotional one. Being very explicit in how you think and behave when you realise that you’ve missed something or made a mistake will help your students adapt and learn.

Sometimes you’ll get to the end of a particular unit and get the final assessment tasks in and the students really haven’t got it. You’re not sure why you didn’t pick up on this sooner, but your students truly just did not understand a core concept. 

We encourage students to give their answers in our classrooms. We’ll write a problem on the board or on a worksheet and call on a particular student to give the answer. Whether or not they can get the right answer only really shows us a part of their understanding. 

Demonstrating how to think aloud – how to deconstruct your process and link familiar ideas to apply them to an unfamiliar situation – encourages our students to do the same. It can be incredibly nerve-wracking to not just risk getting the wrong answer but to list off all of the steps that you took to get to that wrong answer. 

If we can get our students thinking aloud though, we get valuable insight into how they are learning. It means that we can truly give them feedback on their process rather than just the end result, and leads away from deficit thinking. All of this is a lot easier to do if it becomes a normal part of their lessons and if you as the teacher aren’t afraid of making a mistake or getting the wrong answer.

Beyond just the emotional preparedness to express their thinking process out loud, demonstrating your thinking in class is actually a lesson on how to do this themselves. As a Maths teacher, I can’t count how many times a student gets an answer and regardless of whether it is right or wrong, can’t describe how they got it.

By modelling your own thinking, your teaching strategies and language that you can use to describe your process in deconstructing and solving a problem. You explicitly teach your students how to do this, making it a lot easier to see the patterns and apply them to describe their own thinking. Being able to do this is the first step in your students being able to analyse and reflect on their own thinking and learning process.

References:

1 Fonteyn, M. E., Kuipers, B., & Grobe, S. J. (1993). A description of think aloud method and protocol analysis. Qualitative health research , 3 (4), 430-441.

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The Secret to Interactive Read Alouds: Think Alouds

I am so excited to share the 3rd part of this reading comprehension blog series about all things think aloud! We will go through every detail of how this technique of modeling the way you THINK and APPLY reading strategies yourself can help your students internalize and practice implementing the skills themselves.

Here is a peek at all of the blog posts included in this series if you want to check out any others!

#1 Overview of all Comprehension Skills

#2 Three Steps to Scaffolding Lessons

#3 Interactive Think Alouds to Model Comprehension

#4 Using Picture Books to Practice Skills

#5 Comprehension Activities to Apply Reading Strategies

Do you want all of this incredible info sent right to your inbox to use and save? Sign up for the email training here to gain access to all of the freebies associated with this blog series.

THINK ALOUDS

💭 what are think alouds.

It is showing your thinking to your students. In this process you apply reading comprehension strategies out loud so students can see how it’s done!

Yes, it can feel totally awkward.

Yes, you may start thinking aloud everything you do.

BUT yes, it totally and completely will teach your students how to apply reading strategies. 

Kids learn from what they see and hear. So do we. I am guessing I am not the only one who looks up a youtube video on how to do something rather than reading a paragraph about it right? We like to see it! ( Side note- most of those people we are watching do think alouds as they are showing the camera how to do something…)

💭 When to use think alouds?

Think alouds can be used anytime to model using a reading strategy. 

In the three step lesson progression from blog post #2 , I use think alouds mainly with photographs and passages. Think alouds are amazing tools in small groups when focusing on those short texts and photographs to lead discussion and instructional scaffolding.

I do a 10 minute shared reading to start off my reading block each day. At this time, I read a part of a picture book and use think alouds to teach a reading comprehension strategy. ( Blog post #4 walks you through these steps 🎉)

We focus on one strategy per week. 

Use think alouds anytime you are reading aloud or practicing using a comprehension strategy. It really doesn’t matter what structure of reading instruction you use! 

🖥️ Read about planning an inference think aloud in this blog post . 

💭 How do to think alouds

While reading a text aloud to students, frequently pause and model how to notice a detail in the text or picture and think about something you know in order to apply the focus reading strategy.

Make sure to use a sentence starter ( from blog #1 here ) so that moment you use the strategy sounds consistent every time. Your students will also feel more confident replicating what you did and using the sentence frame after hearing you do it over and over. 

I get my pictures from PIXABAY they have good stock photos, but you can use google images to find photographs to use with your students. 

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Think Aloud Examples with photographs:

Below I will share several think alouds for each photograph that I would use to model implementing that reading strategy.

Sentence frame is- “I predict ___ will happen next because ___”

Prediction think aloud: “I notice the boy is laying on the couch. I do not see him holding any toys or books. I predict that next he will turn on the TV because I like to watch TV when I lay on the couch.”

Then I would say to students

“Did you notice how I looked at details about what the boy was doing and holding in the picture. Then I mixed that with my experience to make a prediction about what would happen next.”

Prediction think aloud: “I notice there is a blanket on the couch behind the boy. I predict that next he will pull the blanket on him to snuggle under it because it is nice to lay with a blanket on the couch.”

“Did you notice how I saw the blanket detail of the photograph and connected it to things that I like to make a prediction about what would happen next?”

Inference sentence frame- “I can tell ___ because ___.”

Inference think aloud: “I notice the girl is holding a very big bowl of lettuce. I also see that she is outside. I can tell that she is having a picnic because people eat outside at a picnic.

Next I would say to students

“Did you notice how I took details from the photograph and combined that with things I know to make an inference? ”

Inference think aloud: “I notice the girl has Pikachu on her shirt. I can tell that she likes Pokemon because she is wearing a Pikachu shirt.”

“Did you notice how I saw the detail on her shirt and used that to make an inference about something she likes?”

Questioning sentence frame- I wonder (who, what, when, where, why, where, and how) ___”

Questioning think alouds: 

“I wonder where these kids are walking?”

Say to your students, “I wonder what the yellow flag represents?”

Model thinking deeper about the picture details, “I wonder how they will use the pots and pans outside?”

“I wonder why they are laughing?”

Incorporate all question words to expand deeper thinking such as, “I wonder when they will need to use the lantern?”

Next I would say to students:

“Did you notice how I looked at details in the photo- the peoples’ expressions, the objects, the setting and asked questions about them? Did you notice I did not pause to answer the questions? When practicing questioning we only ask questions, no need to answer them right now!”

Choosing a book for a think aloud 

There are many things to think about when choosing books to read to your class and mentor texts to model applying reading strategies. 

A good place to start is check out my blog posts below. 

🖥️ Mentor Text Lists by Comprehension Strategy 

Making Predictions

Questioning

Clarifying Understanding

Making Connections

Making Inferences

Determining Importance

Defining Vocabulary

Text Features

Text Structure

➡️ To narrow down these lists think about… 

I talk more about picking books with your students in mind in my free training 4 Easy Steps to Powerful Reading Lessons .

I see you wondering how to apply these think alouds to texts and I got you covered. Blog #4 will be coming soon with all the details on how I plan and use these when reading a book. 

What questions can I answer for you? 

Three Steps for Think Alouds

1. identify juicy stopping points, 2. determine where and when to think aloud, 3. write scripts on sticky notes, go below the surface.

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.css-1ebprri{margin-top:16px;margin-bottom:16px;} .css-492ez9{margin:0;font-family:Literata,Poppins,Arial;font-size:1.125rem;font-weight:300;line-height:1.875rem;letter-spacing:0.2px;} "The author doesn't come right out and say it, but I can infer that the narrator is a girl.""I believe the most important idea here is that Yoon is homesick.""I don't understand what just happened. Maybe if I keep reading I can clear up this confusion."

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Using Think Alouds to Increase Comprehension in Upper Elementary

The Think Aloud technique is a great way to increase reading comprehension in upper elementary students! Think alouds are particularly powerful because they help teach students how to actively monitor comprehension as part of the reading process.

We know that good readers monitor comprehension automatically. But for average readers, struggling readers, and English language learners, Think Alouds can help them understand how to think through a text in an interactive way, in order to find meaning.

So, What Exactly is a Think Aloud?

A think aloud is a technique that teachers can use to make their thinking transparent..

The idea is that as a teacher reads a short text, he/she will stop every now and then to explain what he/she is thinking (and not to ask students questions). It’s as if students are able to eavesdrop on someone’s thinking to see the thought processes and problem-solving that goes on while reading. Think Alouds make the invisible process of reading, visible!

Think Alouds teach students how good readers monitor comprehension.

What are the Benefits of Using Think Alouds?

1. Think Alouds boost reading comprehension.

2. Think Alouds help struggling readers and English Language Learners.

3. Think Alouds help students read strategically across genres and subjects.

4. Think Alouds can be used in a variety of learning settings for whole class, small groups, and one on one.

What are the Steps in Planning a Think Aloud?

1. Read the Text Beforehand to Find Places to Pause

Think Alouds work best when you take the time to plan them ahead a bit. This is one type of lesson which isn’t as successful doing it on the fly.

To start, grab sticky notes and a pen and read through the text by yourself. As you read, look for places which might work well as a Think Aloud moment.

You’ll be looking for two types of places:

• Words, or sentences/paragraphs which might be stumbling blocks for readers
• Places that are comprehension teaching opportunities (vocabulary, context clues, theme, main idea, characters, inferences, compare and contrast, fix-up strategies…)

Remember…Think Alouds may occur before, during, or after reading!

2. Narrow Your Focus

The first time you go through a picture book or a piece of text, you may find lots of places that would be good places to pause and use the Think Aloud technique.

You’ll want though, to choose only about 5 spots or so for a single lesson. Otherwise, kids will lose interest and the book’s meaning may be lost in all of the Thinking Alouding (if that’s even a word!).

So, how do you choose which places are the BEST places to stop?

A. Use the places which support the standard you’re trying to teach.

B. Choose places which will be the MOST helpful for your students, based on their needs.

C. Pick places which focus on BIG ideas, with higher-level thinking strategies, and NOT minor details.

Use Sticky Notes to Remind Yourself of Where to Pause and the Reading Concept You Want to Model

While each teacher has his/her own teaching style, here are some examples of what a single Think Aloud moment might sound like:

• After reading this sentence, it’s making me think that the bat is going to to become friends with the birds. I’m going to keep reading a bit and see if my prediction is correct.
• Hmmm… It says famished, but I’m not exactly sure what this word means. I’m going to read around the word and see if context clues might help me understand it better… Oh, so it said that the mouse decided to explore the castle because he was desperate to find some cheese. I’m thinking that famished must mean really hungry.
• So, I just read that entire paragraph, but it doesn’t really make sense to me. I’m going to try re-reading it more slowly to see if that might help.
• Well, now that the book is over, I’m thinking that its theme is determination. Each one of the people they talked about had some kind of goal, and they weren’t able to make things work at first. It took them a lot of hard work and perseverance to be successful

Have you tried Think Alouds in your classroom? I’d love for you to comment and tell me what you think!

Want more reading comprehension strategies for upper elementary kids? You might like these posts:

The Best Reading Comprehension Strategies for Upper Elementary

Reading Comprehension Fix-Up Strategies for Upper Elementary

If you’d like time saving reading materials for 3rd – 6th graders which focus on standards but are highly engaging, I’d love for you to check out my store:

Click here to take a look at Reading Resources for Upper Elementary.

Thanks so much for stopping by!

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Using The Think Aloud Strategy with Dr. Molly Ness

Do you want to help build your child’s language during read alouds? Try the Think Aloud strategy!

As a speech language pathologist and parent, I am always searching for any new evidence based strategies that can help a child improve language and literacy skills during read alouds. I recently read a fascinating article titled Reading with Training Wheels by Molly Ness in the magazine Literacy Today  in their January/February 2018 issue.

What is thinking aloud? The Think aloud strategy is a powerful metacognitive strategy that is simple and easy to implement both at home and in the classroom. The author, Molly Ness describes think alouds as the reader’s strategy of sharing their thoughts out loud during certain stopping points in the book. Instead of asking “wh” questions throughout the story, the reader uses “I” language with phrases such as “I wonder why  _____”, “I think that ______”, etc. What can this do for students? This can help students “internalize reading comprehension strategies that will help them during independent reading.” Although this strategy is easy to use and implement, it does require planning ahead on the educator’s part. What type of planning does that entail? Dr. Molly Ness lists and describes the process of identifying points in the story that may be confusing or difficult for a child to understand, determining when and where to think aloud, writing the think aloud scripts on sticky notes and then finally using language that builds understanding. The author also advises educators to not overwhelm the students by having too many stopping points. After reading this article, I was very interested in this strategy and wanted to learn more. I decided to contact Dr. Ness via email to ask her some additional questions.

Watch videos of how to read aloud on Molly’s website here.

1. How do you train teachers to use this strategy of think aloud?

I use a three-step approach to train teachers – first I teach them to put sticky notes all over a text to identify potential stopping points. Next, I have them examine each sticky point to evaluate its usefulness – the goal here is to winnow down to about 10 stopping points total. In step three, I have them write out a transcript for their think aloud. To train teachers about this approach, I model it, we watch and evaluate videos of think alouds, and we collaboratively design think alouds until they are ready to try it themselves.

2. I can visualize the think aloud strategy being very effective during speech and language therapy and at home. How can a parent best use think alouds at home?

On my webpage www.drmollyness.com I have a parents’ guide to thinking aloud – I’ve also attached it here. On my website under resources, there are also videos to watch of me thinking aloud.

3. At what age is optimal to begin this strategy of think alouds? 

The younger the better, I’d start with very simple think alouds at age 3.

4. Can you use think alouds with picture books or is it used exclusively with articles and chapter books? 

Absolutely all types of text – science text books, chapter books, poetry, etc.

5. Can think alouds be used to motivate students to get excited about the text they are reading? If so, how? 

Absolutely – we know from research that kids are more engaged when they get a model of how to be successful – that’s what a think aloud does. It’s the equivalent of cracking open our head to show readers exactly what we are thinking.

Interested in purchasing Think Big with Think Alouds?

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Ness, Molly. (2018).  Reading With Training Wheels. Modeling metacognitive process using think aloud . : Literacy Today.

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Think Aloud

Think-alouds are strategies that educators employ to help students monitor their thinking while reading. As a result, students improve their comprehension, confidence, and reading abilities. In essence, this practice encourages pupils to derive meaning from a text by using context clues and thinking out loud. With this strategy, the reading process is slowed, giving students the opportunity to delve deeper into their interpretations. 

The overall purpose of the think-aloud method is to motivate pupils to ask questions as they read. With the proper techniques, kids should be asking themselves what they learned, what the significance of the topic was, and how the information gleaned can apply to their life. Think-aloud strategies give students permission to provide more insight into their thoughts and ideas. Permitting this level of creativity bodes well for active, engaged, and enthusiastic learning. For optimal results, this model works best when performed in small groups or individually.

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Kamala Harris is officially running for president. Will any Democrats challenge her?

WASHINGTON — Soon after President Joe Biden dropped out of the presidential race, Vice President Kamala Harris accepted his endorsement and announced she will seek the Democratic Party’s nomination to face Donald Trump in November.

“I am honored to have the President’s endorsement and my intention is to earn and win this nomination. Over the past year, I have traveled across the country, talking with Americans about the clear choice in this momentous election. And that is what I will continue to do in the days and weeks ahead,” Harris said in a statement. “I will do everything in my power to unite the Democratic Party—and unite our nation—to defeat Donald Trump and his extreme Project 2025 agenda.”

In a way, Biden’s momentous decision Sunday moves up a long-anticipated 2028 Democratic primary campaign that was expected to feature a broad cast of rising stars in the party. But the sudden start and a shortened four-month timeline mean Harris starts out with a massive advantage — a campaign apparatus and millions in funds she can inherit, as well as rapid endorsements from broad swaths of the party eager to quickly settle on a nominee.

It’s far from clear any prominent Democrats will challenge Harris in what could be a murky process to replace Biden. And if the party coalesces around her, some of those future presidential prospects could become contenders for her vice presidential pick.

A source close to the Harris campaign effort said she has been working phones hard to get support from all the short-listers. “She’s already rallying all the potential candidates behind her,” this person said. “You’re going to see everyone fall into place.”

While some quickly endorsed Harris on Sunday, other rumored or would-be candidates are keeping their cards close to the vest, with most of them refraining from discussing Biden's succession.

California Gov. Gavin Newsom, who is term-limited and has well-known national ambitions, endorsed Harris Sunday afternoon, posting on X that “no one is better to prosecute the case” against Trump than Harris.

Earlier he heaped praise on Biden, calling him “an extraordinary, history-making president” who “will go down in history as one of the most impactful and selfless presidents.”

Pennsylvania Gov. Josh Shapiro also issued a statement praising Biden “and his unwavering commitment to delivering for Pennsylvania” before backing Harris .

“The best path forward for the Democratic Party is to quickly unite behind Vice President Harris and refocus on winning the presidency,” said Shapiro, who won his competitive state in a blowout against a strongly pro-Trump Republican in 2022 . “The contrast in this race could not be clearer and the road to victory in November runs right through Pennsylvania — where this collective work began. I will do everything I can to help elect Kamala Harris as the 47th President of the United States.”

Two-term Michigan Gov. Gretchen Whitmer, whom many have discussed as a future presidential candidate, praised Biden in a statement that did not mention Harris and said on social media that she’ll keep working to stop Trump.

“My job in this election will remain the same: doing everything I can to elect Democrats and stop Donald Trump, a convicted felon whose agenda of raising families’ costs, banning abortion nationwide, and abusing the power of the White House to settle his own scores is completely wrong for Michigan,” she said.

Illinois Gov. JB Pritzker posted a statement praising Biden, attacking Trump and promising to work to defeat Trump, without discussing possible replacements.

“As we extend our gratitude to President Biden and reflect on his many accomplishments, we must not ignore the threat posed by Donald Trump’s potential return to the White House,” he said. “I will work every day to ensure that he does not win in November.”

Transportation Secretary Pete Buttigieg, a Biden rival in 2020-turned-Cabinet secretary, said : “Joe Biden has earned his place among the best and most consequential presidents in American history. I am so proud to serve under his leadership, and thankful for his unwavering focus on what is best for our country.”

He later endorsed Harris, saying he'd "seen her extraordinary leadership firsthand" as a 2020 candidate and in the White House, adding: "I will do all that I can to help her win this election to lead America forward as our next President."

Sen. Mark Kelly, D-Ariz., a former astronaut who won two back-to-back statewide elections in battleground Arizona, has been rumored as a possible vice presidential contender. Kelly endorsed Harris on Sunday to take the mantle from Biden this fall.

The source close to the Harris campaign effort said Kelly is the “dark horse” in the contest for vice presidential candidate, given his military experience and personal narrative and that he comes from a swing state.

North Carolina Gov. Roy Cooper also issued a statement praising Biden and the “transformative legislation” he steered through Congress. He then endorsed Harris, posting : "I’ve known @VP going back to our days as AGs, and she has what it takes to defeat Donald Trump and lead our country thoughtfully and with integrity."

Kentucky Gov. Andy Beshear, who won two elections in Republican-friendly Kentucky,  released a statement praising Biden’s decision as being “in the best interest of the country, and our party.”

“Now it is time for our nation to come together. We need to dial down the anger, rancor and noise,” Beshear said, while also praising Harris as his partner in leading the country through crises.

First-term Maryland Gov. Wes Moore tweeted a statement heaping praise on Biden as “an exemplar of true leadership,” without mentioning Harris or discussing a replacement nominee.

Sahil Kapur is a senior national political reporter for NBC News.