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A think-aloud is when we verbalize our thinking to our students. It's an insight into the process of how we think versus just what we think. It helps students monitor their own comprehension of texts and visuals, as well as making connections.

I would use think-alouds when I'm reading picture books to students. It can be a way to help English Language Learners connect the story to their own personal lives or experiences. It can also help them make connections between the visuals on the page and the story.

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Conner, J. (2004). Using Think-Alouds to Improve Reading Comprehension.

Davey, B. (1983). Think-aloud: Modeling the cognitive processes of reading comprehension. Journal of Reading, 27(1), 44-47.

Gold, J., & Gibson, A. (2001). Reading Aloud to Build Comprehension.

Olshavsky, J. E. (1977). Reading as problem-solving: An Investigation of Strategies. Reading Research Quarterly, 12(4), 654-674.

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

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Think-alouds have been described as "eavesdropping on someone's thinking." With this strategy, teachers verbalize aloud while reading a selection orally. Their verbalizations include describing things they're doing as they read to monitor their comprehension. The purpose of the think-aloud strategy is to model for students how skilled readers construct meaning from a text.

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The "See, Think, Wonder" strategy is when we display an image, give students time to look, and then discuss what's going on in the picture. The teacher facilitates and does not see answers as "right" or "wrong". Students are encouraged to cite evidence in the picture and to continue searching for more observations.

I already use this strategy a lot during our science lessons. When we introduce a new unit, I display an image (plant, weather, animal, etc.) and create an anchor chart with their answers. This helps support language development and inquiry in a low-pressure situation for english language learners. Students build vocabulary by naming parts of the image. They also are encouraged to use sentence starters when speaking, "I think.... because..." This builds their language to express what they are thinking.

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The Picture Walk strategy is when students "walk" through the pages of the book and just look at the images. Teacher may ask students about what they see or encourage making predictions.

I would use Picture Walks in my small group instruction with English language learners. It takes the pressure off of reading and decoding the text right away and sparks curiosity in the story. By looking at pictures, students share their background knowledge based on what they see. There may be familiar images they can connect to. It also build on their inferencing and prediction skills by making guesses as to what the story is about.

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The What's Missing strategy is when students are shown an image with something intentionally missing or changed. Teacher asks students to identify what's missing, what's different or to fill in the missing part. Real pictures or illustrations can be used.

This strategy promotes visual literacy in English language learners in more of a creative avenue. I would use this as morning work. A student may have to fill in the missing part of the picture or turn a squiggle or shape into something new. Students could also get two pictures with subtle differences and they have to circle what's different. Since it feels like a game, students may be more engaged. Benefits of this strategy would be vocabulary building, especially if used with a thematic unit. It also promotes attention to details.