ABSTRACT
As teachers listen in to literature discussion groups, they make constant judgements regarding the curricular structure, the social negotiations of the participants, and the new learning being explored. To reveal the complexity of students’ talk, a classroom teacher was asked to engage in think alouds while reading and annotating transcripts from her classroom. Analyzing the think alouds led to identification of four perspectives the teacher took during the process. This research demonstrates that think alouds were a useful tool for teacher reflection, deeper discussions, and professional development.
