The ABCs of Performing Highly Effective Think-Alouds

The purpose of this article is to provide teachers with examples of how to perform effective think‐alouds. Twelve think‐alouds are described. A rationale for their use in kindergarten through grade 5 is also included. In addition, this article was designed to provide teachers with lessons and activi...

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Bibliographic Details
Published in:The Reading teacher 2004-10, Vol.58 (2), p.154-167
Main Authors: Block, Cathy Collins, Israel, Susan E.
Format: Article
Language:English
Subjects:
Child Health
childhood
Cognitive Processes
comprehension
Critical thinking
decoding
early childhood
Effectiveness
Elementary Education
Evaluation Methods
Grade 5
Grade 6
learning
Literacy
Literary style
Literature
Metacognition
metacognitive
monitoring
motivation
Prior learning
Protocol Analysis
reading
Reading Comprehension
Reading instruction
Reading Skills
Reading Strategies
Reading teachers
Standardized Tests
strategies
Student Evaluation
Students
Teachers
Teaching Methods
Thinking Skills
Thought processes
Vocabulary
Vocabulary development
Writing instruction
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Summary:The purpose of this article is to provide teachers with examples of how to perform effective think‐alouds. Twelve think‐alouds are described. A rationale for their use in kindergarten through grade 5 is also included. In addition, this article was designed to provide teachers with lessons and activities to assist students in developing the ability to perform think‐alouds independently, without teacher prompting. The last section of the article provides teachers with methods of assessing think‐alouds.
ISSN:0034-0561
1936-2714
DOI:10.1598/RT.58.2.4