Language Arts
The Thought Bubble
Overview
This activity will address the concept of metacognition, specifically monitoring
comprehension.
Objectives
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Explicitly demonstrate how proficient readers think while they are
reading.
Model the use of ones ‘conversation voice’, rather than ones ‘reciting
voice’ (Tovani 2000)
Demonstrate what thinking while reading actually looks like!
Provide students the opportunity to think about their thinking,
practicing metacognition.
Grade K - 4
Materials
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Any grade appropriate fiction
or non-fiction text.
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Giant thought bubble
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Another teacher!
Activities
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Enlist the help of another teacher to take on the reader’s role while
you assume the role of the ‘thinker.’
Put your face through the giant thought bubble and stand next to the
reader. Tell the students they will now have an opportunity to get
inside your head!
The reader (seated in a chair next to you) begins reading; the thinker
interjects her think aloud when ever appropriate and useful.
The reader reads and the thinker thinks as if they were one and the
same person.
Continue this reading-thinking pattern until about halfway through the
book.
Invite students to assume the role of reader and thinker. Introverted
students may prefer reader role as it is more scripted.
Reference
McGregor, Tanny. 2007. Comprehension Connections: Bridges to Strategic Reading.
Portsmouth, NH: Heinemann.
The Thought Bubble
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