Children whose teachers make explicit their “metacognitive
moves,” or think aloud about the strategies they are employing to make meaning while
reading aloud, perform better on standardized measures of comprehension than
children not privy to these insights (Ness, 2018). However, think-alouds
require teachers to diverge from more traditional read-aloud speak – the kind
of talk that typically aims to informally evaluate students’ understandings by posing
questions related to setting, characters, and author’s craft. Think-alouds
require a substantial amount of advance preparation; voiced metacognitive thinking
must tie-in to learning objectives and
seize upon the most thought-provoking examples in the text.
Ness (2018) refers to this preparation as “deliberate and
diligent planning,” and after conducting a recent study with more than 30
elementary educators, she concluded that “effective think-aloud does not emerge
extemporaneously” (p.33). To better facilitate the planning of effective think-alouds, Ness offers the
following three-step process:
- Examine the text closely: During the first read-through, mark up the chosen text with sticky-notes that denote places where the text is especially challenging. Ness (2018) refers to these as “juicy stopping points,” and she recommends flagging about 15 places where student comprehension is likely to break down (p.33).
- Cut the points in half: Using a table or matrix, identify the aim of each of the 15 juicy stopping points. Ask yourself: Why might this part be especially challenging for students? Which points relate closely to the lesson’s purpose? Which points build on comprehension strategies students already use well and which are less known? Choose approximately seven to model that fit your group of learners best.
- Write out exactly what you plan to say: For each of the chosen points, practice your elevator speech and when you have it down, write it out word for word on a sticky-note. Place the notes on the corresponding pages. Ness emphasizes the importance of using “I” statements in an effort to invite students into your head.
Ness’s (2018) strategy is straightforward, but think-alouds
are not easy, and they often intimidate both novice and experienced teachers. I
have found that it helps to plan with another educator or team. Observing others
has also provided me with better ways to articulate my own moves. In fact, my
most effective moves were usually borrowed from other talented educators.
Regardless of how you choose to tackle this important practice, the payoff is well worth the effort.
Ness, M. (2018). Reading with training wheels. Literacy
Today, 35 (4), 32-33.
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