WEBVTT

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My name is Joe Dimino.

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I am a senior research associate

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at the Instructional
Research Group,

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in Los Alamitos, California.

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When we talk about making
the thinking process public,

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we're talking about the
teacher thinking aloud.

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The thinking process should
be made public not only

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in very simple skills like
phonics or phonemic awareness,

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but it should also
be used during

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comprehension instruction.

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I'd like to give you an example
of what a thinkaloud would look

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like or sound like
in a classroom,

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and I'd like to use the
comprehension;

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it is the most difficult.

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So a teacher is trying
to teach students how

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to answer questions whose
responses are not explicitly

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stated in the text, so they're
like inferential questions.

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So there she tells the students
that sometimes the answers

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to questions are not in the
story, and that they have

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to look at what the author's
clues are, and they have

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to think about what they
already know that's already

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in their head.

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So she starts out, and of
course they read the story,

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so this story is about a little
girl named Celeste and she loves

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to read, but she has a lot
of brothers and sisters.

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So one day, she is walking
around the house trying

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to find a place to read,
and every time she goes

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to her favorite places, one
of her siblings is there.

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So as the story continues, one
of the clues is that she goes

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to the bay window and
wants to read in the sun

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and her brother is there,

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and what happens is
she shouts at him.

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And so the rest of the clues
throughout the story talk

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about her reactions to her
siblings every time she goes

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to a place that she
really likes to read.

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So after the story is
over, the teacher says,

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"Let's look at the clues that
the author has given us."

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So the teacher would
start with the first clue;

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she would call the students'
attention to it in the text

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in the selection and say, "On
page 35, look at this clue."

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She would write the
clue on the board

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and tell the students
why it's a good clue.

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So the teacher would
say, "In this clue,

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Celeste yelled at her brother."

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Now here is a thinkaloud; she
would say, "Now when people yell

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at other people, I know
from what's in my head

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and what the author said that,
you know, maybe she is mad.

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So we might be on
the right track here.

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So let's look at the next clue,
and let's see what we have

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and if we can find out a little
bit more about how Celeste feels

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about not being able to
find a place to read."

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So the teacher would go
through the rest of the clues

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in the same fashion, and then
she would say, "You know,

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based on these clues-you
know she hit her brother,

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she threw a tantrum, she
shouted-I would say she is mad

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or angry or maybe
even frustrated

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that she can't find
a place to read."

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One of the skills that beginning
readers learn is the skill

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where there is an E at the
end of the word, a silent E;

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it makes the vowel
before it long.

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So in thinking aloud,

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if the teacher were
teaching the long A sound

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as in the word cake,
the teacher would say,

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"Let's take this word
cake, and the rule is

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when there is a silent E
at the end of the word,

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it makes the first
vowel say it's own name,

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which is the long sound."

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And so the teacher would say,
"Let's look at this word,

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there is the silent
E at the end.

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I am going to take my chalk
and I am going to put a slash

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through the E because it's
silent; it doesn't say its name.

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Then I am going to look at
that first vowel and I am going

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to put the long sign over it."

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And she'll say, "Okay, so I
have got a silent E at the end.

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The rule tells me that
that A is going to be long,

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so I am going to sound it out."

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So she'll sound it out: C-A-K. And
then she will say, "Cake."

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So she is thinking aloud and
she will do this, model this two

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or three times explicitly
with the thinkalouds,

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before she gives the
students the opportunities

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for guided practice.