The Inner Conversation
An interactive read aloud: the inner Conversation
A practice to notice thinking, monitor comprehension and enhance understading.
Reading comprehension is an ongoing process of evolving thinking. When readers read they carry on an inner conversation with the text. They hear a voice in their head speaking to them – a voice that questions, connects, laughs, cries. The inner conversation helps readers monitor their comprehension and keeps them engaged in the story, concept, information etc. The interactive read aloud encourages readers to notice their inner conversation, listen to the voice in their head speaking to them as they read and to jot down their thinking as they hear the words and ideas in the text. With this practice, all kids are free to listen and think about the ideas in the text, because decoding doesn’t interfere. The goal is for readers to maintain an active dialogue when they read independently as well as in this manner. Modeling the inner conversation is one way to help readers reach that goal. When readers pay attention to their thinking, they are more apt to learn, understand and remember what they read.
In addition, this practice provides a structure for how to talk about literature and prepares kids to do it on their own in small groups. They learn to use their written response to spark discussions. In many ways, this practice telescopes lit circles or book clubs and helps kids learn and understand how to talk about books on their own later on. Ultimately with practice, readers can better understand, analyze, evaluate and talk about what they have read independently.
Lesson preparation
Choose a compelling piece of short text that really makes you think, a picture book, a nonfiction article, etc. Kids need books they can sink their teeth into. Read through it ahead of time and notice what you naturally think about as you read – your connections, questions, inferences etc.
Resources and materials
Clip boards with six 3X3 post-its and pencils for kids to respond during reading. They need the clipboards and post-its so they can write while they are listening to the story. Chart and marker to record kids thinking after the four-way conversation.
Duration:
The lesson takes approximately two hours and can be done in a two-hour literacy block or over two days. If you have short blocks of time, a good breaking point might be after you finish the book and the kids have finished writing their responses on post-its. You can pick up the next day with the small group discussions.
Launching the Inner conversation through an interactive read aloud
Modeling:
On the first day, gather the class in front of you. Build background knowledge about the story to enhance understanding and prepare kids to listen. Talk to the kids about the voice readers hear in their heads as they read. Explain that readers carry on an inner conversation with the text as they read, that they have a dialogue with the writer. Say something like, Nothing is more important during reading than the reader’s thinking. I chose this book because it makes me think about so many things. When readers pay attention and think about the words and ideas as they read, they carry on an inner conversation with the text. It’s a quiet conversation that happens in the reader’s head. Give some examples of the kinds of things readers hear in their heads as they read saying perhaps, I hear a voice in my head saying different things as I read. When I meet new information, I might hear something like “Wow, I never knew that before” or when I’m confused I might hear “huh I don’t get this part” or when I reread and suddenly understand I could hear “Oh now I get it.”
Read through the text and model your own inner conversation as your read. Stop and record some of your thinking on post-its; your questions, connections, confusions, inferences etc. so that kids can see what readers think about as they read and the kinds of things they might jot down on post-its when they try this themselves.
Guided Pracitice:
After the kids have had some time to watch you record thinking and talk about your inner conversation, encourage them to turn to each other and talk about their own thinking. Engage them in the same process by asking them to jot down their own inner conversation on a post – it. Give them a moment to write down their thoughts and then continue reading, stopping frequently to allow them time to write and talk to each other. The end of each page is a good place to stop and have them share their thinking with a partner. Continue to chime in occasionally with your own inner conversation.
Collaborative discussion
After finishing the book, kids get into groups of four and talk together using their post-its to inform their discussion. Move around the room listening into conversations. With groups that need further guidance, you might direct the discussion to the more salient questions and important themes reflected on their post-its.
Taking thinking Public
After about twenty minutes of kids discussing the book, pull them together and invite them to share an interesting idea that emerged from their discussion, including any burning questions. As they share their thinking, record their thoughts and questions on an anchor chart.
Assessment
To assess the reader’s comprehension, jot down what you notice about kids questions and discussion as you confer with small groups and listen in on others. Read their post-its to notice if they are understanding the story and taking their thinking further. Listen to their discussion and notice what themes they are focused on. Look to see if there is evidence in the text for their thoughts, ideas and information.
Reflection:
This process is ongoing throughout the year. Kids have an opportunity to do this frequently in language arts, social studies, or science, etc. the Interactive Read aloud encourages readers to think when they read, notice their own inner voice, write down their thoughts, share their thinking with others, and listen to the ideas of others. Some interactive read alouds are strategy specific and some are wide open. After sharing our questions and thoughts on the anchor chart, some kids pursue their questions a little further. This is an authentic process that replicates what readers do to enhance their understanding and acquire knowledge. It supports readers to ask more questions, ponder information, think more deeply and to engage in the world of ideas.
Harvey and Goudvis 2002
