reading aloud critical thinking questions

Teacher Read-Aloud That Models Reading for Deep Understanding

About this Strategy Guide

Teacher read-alouds demonstrate the power of stories. By showing students the ways that involvement with text engages us, we give them energy for learning how reading works. By showing them how to search for meaning, we introduce strategies of understanding we can reinforce in shared, guided, and independent reading.

Research Basis

Strategy in practice, related resources.

Marie Clay (1991) writes that when teachers read aloud to students “meanings can be negotiated in discussion before, during, and after the story reading” (p.171). Reading aloud to students should include think-aloud or interactive elements and focus intentionally on the meaning “within the text,” “about the text,” and “beyond the text” (Fountas & Pinnell, 2006, p.33). Read aloud, as part of the gradual release of responsibility, feeds naturally into shared, guided, and independent reading as teachers demonstrate for students the ways the reading process works (Burkins & Croft, 2010).

Among the many benefits of read aloud, Rog (2001) lists the following:

• building vocabulary
• developing understandings of story structures
• supporting developing connections between print elements
• encouraging high levels of understanding
• teaching the reading process in a meaningful context
• modeling fluency
• motivating students to read

Part 1: Before Reading Aloud

• Consider the speaking vocabulary of the class. A read aloud text should engage students at the edge of their speaking vocabulary, usually a grade or two above their grade-level.
• Will students enjoy it?
• Is there a big idea or theme to explore?
• Are there opportunities for thinking deeply?
• Do students have necessary background knowledge?
• What are the vocabulary demands?
• Are the illustrations compelling?
• Do the story and the illustrations present cultural diversity?
• Consider the deep understandings you want to support students in reaching through discussion. What is a “big idea” you want students to explore?
• Working backward from your big idea, write open-ended questions on sticky notes or in the margins in the places you want students to discuss them. Develop questions that will support student discussion and depth of thought as they move in the direction of this big idea. This isn’t a search for “right answers,” nor does it eliminate the possibility of other ideas surfacing during discussion. This guiding idea is simply a plan for supporting thoughtful discussion.
• Examine the vocabulary in the text. Are there words that students must know in order to arrive at understandings around the “big idea”? Develop a plan for introducing words quickly before or during reading.
• Practice reading the text aloud.

Part 2: During & After Reading (four parts)

• Introduce preliminary vocabulary. Don’t spend too much time on this.
• Read the text aloud fluently, stopping to ask the questions you wrote during planning. Allow students to discuss them with partners and then share out with the group. Continue this process until you reach the end of the story.
• After reading, support deeper conversation in the direction of the big idea. Support students as they mine for connections and push for deep thought, particularly around the big idea.
• Make the text available for shared, guided, and independent reading opportunities. Locate related texts for sharing with students.

For further reading: Anderson, N.P. (2007). What should I read aloud? A guide to 200 best-selling picture books. Newark, DE: International Reading Association. Burkins, J.M., & Croft, M.M. (2010). Preventing misguided reading: New strategies for guided reading teachers. Newark, DE: International Reading Association. Hickman, P., & Pollard-Durodola, S.D. (2009). Dynamic read-aloud strategies for English learners: Building language and literacy in the primary grades. Newark, DE: International Reading Association.

• Lesson Plans
• Strategy Guides
• Calendar Activities

A read-aloud of Patricia Polacco's Thank You, Mr. Falker helps promote deeper comprehension through questioning to achieve personal connections and discussions of character and theme.

Students learn about story structure, new vocabulary, and a variety of reading strategies by participating in an interactive read-aloud of Miss Bindergarten Stays Home From Kindergarten by Joseph Slate.

Students explore the distinction between the fiction story Bear Snores On and the nonfiction book Every Autumn Comes the Bear .

Students celebrate the power of words by reading aloud to their classmates and spreading the word of global literacy to their friends and family.

Students read and discuss an award-winning book before writing their own story that demonstrates compassion.

• Print this resource

Explore Resources by Grade

• Kindergarten K

teaching Critical Thinking Through Read Alouds

Michael dunlea.

For 18 years I have worked with some of the youngest learners — emerging readers. In just my second year as a teacher I was assigned the inclusion 2nd-grade classroom, working with children who are 7-years old and have learning differences. It pushed me to find new ways to help them embrace critical thinking.

Too often, we think that the only goal with students like these should be getting up to speed on basic skills. That’s important of course, but, it shouldn’t exclude teaching higher level thinking skills that can help reinforce basic skills. It’s not “either-or”; it’s “both-and.” Working with the Reboot Foundation , a non-profit organization dedicated to improving instruction for all students, I was recently asked to focus on how we specifically target these skills for younger learners. Teachers from all subjects and content areas collaborated on a Teachers’ Guide to Critical Thinking in order to find universal ways all educators could reach their students across the disciplines and grades. 

One advantage to the earlier grades is that we typically teach our students all, or almost all, subjects. So when I model skills or abilities in one area, I can refer to them across the curriculum. What is taught in reading , for example, can easily be applied to math . 

One of the best ways I’ve found to help my students develop the critical thinking skills they need to be successful may come as a surprise: reading chapter books aloud to my class. So much can be modeled and, if done correctly, leads to high student engagement. 

Why are read-alouds important? Reading aloud externalizes the activity so that both students and teachers can “see” it better. The words become more alive for students, and they get the satisfaction of actualizing and hearing their progress in realtime. Teachers, meanwhile, get a clear sample of where their students are at in their comprehension, who needs extra help, and what class-wide instruction may be needed. Finally, read-alouds are important because they provide ample opportunity for teachers to stop the class and probe them to think more deeply about a given passage. Here are a few examples of this strategy at work. Here are a few examples of this strategy. 

Each year I read “The Cricket in Times Square” to my students. This story centers around a cricket who is accidentally transported from the Connecticut countryside into the subway station at Times Square, New York City. One of the main characters is a young boy named Mario. One day he travels to Chinatown to purchase a cage for his new pet cricket. When I read this passage:

“Because this cricket so remarkable.” said Sai Fong, “I sell cage for fifteen cents.” Mario sighed with relief. 

I stop and wonder out loud, “Why did Mario sigh with relief? Why is he happy hearing this news?” Then I turn to my students to do the thinking. Mario has been concerned he would not be able to afford a cage. By prompting the students and identifying the literary clues previously provided by the author I lead them to realize his sigh means he has enough money in his pocket. 

In this way, we can take what can be a passive activity, being read to, and turn it into a deeper critical thinking activity. At young ages, the decoding of the words on the page can require a lot of mental energy, this can make it hard to analyze texts at the same time. By removing reading to them, we allow them to focus entirely on the thinking and comprehension side of things. Over time, this becomes transferable into their independent reading and other subject areas. 

When I finish this book we launch into a 5-book series called The Borrowers. This series tells the story of 3 little miniature people called Borrowers who live under the floor of a kitchen in a big estate in England a hundred years ago. Throughout the story they encounter one challenge after another, many times looking directly in the face of death or destruction. They live precarious lives and just at a major event in the story I will stop and ask, “Do you think this is it? Is this the end of the Borrowers? Will the ferret eat them?” 

Then, I will turn to the students and poll them. This time I let the students teach each other. When one finally responds with an emphatic “NO” I ask why did they say that, what led them to that answer? They will often respond, “With 4 more books left after this one, how could they die now?”  

The skill of making strong predictions is an area where I often model and teach critical thinking.  Taking what they already know and what the author has purposely provided them as clues helps them to see themselves as reading detectives. There is an essence of fun-and-game in the process of becoming a critical thinker. This isn’t limited to reading. Math is a perfect fit for critical thinking as well. 

One of my favorite things to do with my students is to be critical of the math problems we are provided in our math program. The other day I was teaching my 3rd graders multiplication and its relation to division. The math problem provided was:

“Six friends picked 48 grapefruits. They want to share them equally. How many grapefruits should each friend get?”

After reading it aloud I turned to my students who were all on a Zoom as we are full remote right now and I asked, “Does anyone have a problem with this?” Finally, I got from one student, “this is dumb, kids hate grapefruit and 48 seems like a ridiculous number of them in the first place.” 

Forget the math, let’s take a step back and think about this for a second. What groups of kids are really going out to pick 48 grapefruits? Where would they even go? It is an absurd situation, but identifying it as such actually gets the kids minds working. After we have a laugh about it, the kids can extract the math in it that does make sense. Kids laugh at the absurdity and then more easily focus on the numbers embedded in the words. 

In the course of having fun, they learn how to separate and sort out the information so that it becomes clearer to them. The evidence for this is amazing. They begin to engage more deeply, analyze information, and identify problems.

For example, when we got to our 4th unit in math and I handed out the paper and pencil assessment that accompanied the unit I had two female students approach me with a concern. 

Earlier, we’d spent time learning about the United Nations’ Sustainable Development Goals and focused in particular on Goal 5, Gender Equality. My students were offended by word problems on the test that had the girls buying multiple bottles of nail polish and lip gloss while the boys were collecting baseball cards or sporting equipment. They felt that the questions were based on gender stereotypes! They are 3rd graders! But, already, they were no longer blindly reading along and just doing the math. As they worked through problems, they saw the gender bias in the test.

Critical thinking in the younger grades is a valuable experience that brings with it an electrically charged feeling. It felt like a jolt to my system when the two girls brought that to my attention. This just doesn’t happen naturally. It requires modeling and revisiting this kind of thinking throughout the day and in all subjects.

During the earliest years we are learning a lot of “how to”: how to read, how to add, how to write. But it is so important that we help our students transition at the same time to thinking while reading, while doing math or writing. The old saying “K-3 is learning to read, but 4-6 is reading to learn” identifies that critical moment when the critical thinking has been activated. This saying should only serve as a general guide and not be interpreted as etched in stone rule as every child develops at their own pace. 

Michael Dunlea teaches third grade in Tabernacle, New Jersey. In 2012 he was a finalist for the NJ State Teacher of the Year and in 2018 received the Presidential Award of Excellence in Mathematics & Science Teaching. He also helped develop Reboot’s Teachers’ Guide to Critical Thinking .  

Privacy Overview

• Skip to primary navigation
• Skip to main content
• Skip to primary sidebar
• Skip to footer

Education and Well-being for Every Child!

learning during read-alouds: critical thinking, new literacies

This page may contain affiliate links. Learn More .

May 14, 2012 by Teach Mama 14 Comments

I read an extremely interesting article this week that has really left me thinking about how I read with my children.

It left me thinking about my expectations for what we discuss and for what my children are capable of gaining from texts.

It left me thinking about how deeply we delve into the books we read and whether or not I am helping to prepare Maddy, Owen, and Cora for a ‘new’ literacy–a literacy ‘reconceptualized for the 21st century’.

I am fairly confident that during many of our read-alouds , I do my best to sneak in some sort of comprehension strategy, whether it be connecting , questioning , predicting , or the like.  But I’m not sure how much critical thinking I have my kids do during read-alouds.  I’m not sure how much ‘multi-modal’ reading we do, and I’m not sure how much ‘remixing’ of information they do with the texts they read.

I know it sounds like a lot, but it’s really not that difficult once I broke it all down.

A lot of ’21st century literacy’ is what I do every day on teach mama and we teach .  It’s a lot of what many of us do on Facebook or Twitter or Pinterest or perhaps in the presentations we create for work or the invitations we create for our kids’ birthday parties or the apps we use for gaming, exercising, eating, or shopping.

It’s a natural next step for many of us to bring to own children so that they–our future–are able to learn, adapt, and grow as ‘connected’ learners of the millennium.

Here’s the skinny. . .

• Critical Thinking & New Literacies: ‘New’ Literacies, as outlined in “Envisioning New Literacies Through a Lens of Teaching and Learning”, by Lapp, Moss & Rowsell ( The Reading Teacher , March 2012), contain three principles — critical thinking; engagement with multi-modal texts; and the transformation and redesign of text information.

Yeeeowzers . That’s a mouthful. But I promise it’s do-able. And I do think it’s seriously worthwhile. . .

Zen Shorts (and Zen Ghosts ) by Jon J. Muth are great texts for critical thinking exercises.

My goal in the next few weeks is to share several ways that every parent and child can incorporate all of the ‘new literacy’ principles in simple–and meaningful–ways. Here, we’re focusing on the first element, critical thinking, because it seemed the most natural for us at the time.  We were reading Zen Shorts by Jon J. Muth–a perfect book for stretching minds. Zen Shorts is a sweet and thoughtful book about a story-telling panda named Stillwater who moves into Michael, Karl, and Addy’s neighborhood, teaching them lessons that help the children better understand themselves and others. We love the book for its illustrations, but even more amazing are the messages that Stillwater shares within the stories he tells. I’m just sure that my kids have ever really understood them.  They understand the surface, but I don’t think they understand the deeper meaning. So with critical thinking in mind, during our read-aloud, I wanted to focus on one of Stillwater’s stories and really talk the kids through it. I wanted to make sure that they ‘got’ at least one of the stories, and I just knew that talking them through too much would be an instant turn-off. My number one priority is that I want them to always love reading with me–which is why learning during read-alouds has to be totally sneaky. So my comments focused on the story that Stillwater told Karl: The cool thing about this story is that Stillwater’s stories mean different things to different people.  Here, Stillwater tells Karl about the monks carrying a woman over puddles.  What’s your favorite part of this little story? What does the story say to you? Can you think of a time when you might have carried–or held onto–something longer than you needed?  How did you feel when you ‘let it go’? I didn’t push. I just wanted them to think more deeply, more critically.  What surprised me was that Cora was the least inhibited–the one most eager to share her ideas and to think ‘outside the box’.  Maddy and Owen were more conscious of being ‘wrong’, which was a red flag for me.  We need to discuss-openly and supportively–more often.

I’ll definitely continue a teeny critical-thinking slant to our read-alouds, using some of the following prompts, depending on what we’re reading:

• Why do you think [the character] made that choice?
• How might the story have been different if. . .
• What clues does the author give us to show that. . .
• How does the author share his (or her) message?
• What might this character be thinking when. . .
• What do you think the author wants readers to remember most in this story?. . .

And that’s it–we talked through two of Stillwater’s stories and only briefly about the third; we had a pile of books to read, and I wanted to make sure I hit them all, throwing in a few think-alouds, questions, connections, and predictions when we could. Happy sneaky read-aloud reading!

fyi: this post contains affiliate links

Reader Interactions

May 15, 2012 at 6:10 am

Hi, I am glad you brought this up. I think we have always asked students to make text to text or text to self connections but the context of the question has not required students to go back to the text to find answers. They have been able to rely on their opinions and experiences; and while those are important as they lend themselves to setting the stage during pre-reading, I think some of these questions require students to delve a bit deeper and mull over what they are reading. It will require students to be more proficient in the actual act of reading so that more energy can be given to analysis of text.

May 15, 2012 at 11:33 am

Debbie–I totally agree. Thinking this way requires more effort, energy, and focus, but I think to succeed in the future and to be proficient in the ‘new’ literacies, children need to start practicing these concepts now! Thanks so much for reading, and I totally appreciate you taking the time to write, my friend!

May 15, 2012 at 7:46 am

I always love your posts about reading-aloud. So many great ideas that are completely doable for parents. Thanks for all of your hard work, Amy! It’s greatly appreciated at our house.

May 15, 2012 at 11:19 am

Holly! Thank you so very much–your kind words and the fact that you take the time to read these posts means more than you know, my friend!!

May 15, 2012 at 10:42 am

Such great information! Thank you so much for this simple and doable approach to critical thinking.

May 15, 2012 at 11:17 am

thank you so much, Terri!! I am so glad you found it helpful and cannot thank you enough for reading–and taking the time to write!!

May 15, 2012 at 9:29 pm

Amy- Another great post. I especially love the questions at the end that can be applied to any book at any time! And I might very well try out these new ideas with Zen Shorts. I have read it with the girls many times (Jon Muth came to their school last year) but I have always wondered if they ‘got it!’

May 16, 2012 at 1:46 pm

You are so welcome, Stacey! I appreciate the feedback and cannot wait to hear how it goes. . . and I am SO crazy jealous that Jon Muth came to your kids’ school–do you have photos!??!) eeeee!

May 16, 2012 at 2:56 pm

Hi Amy, I love your post about reading aloud to our children and having them review what it is they are in actuality reading. I remember when I was in school my teacher used very similar methods after we had finished reading a book and for me I always remembered what those books were about instead of forgetting. I retained information so much more. I have a nearly two year old who absolutely loves to read and although we aren’t having those “in depth” conversations having ask and answer sessions after each story I know is enabling her to retain the material. She always goes back to those books!

March 30, 2013 at 1:26 pm

You make it sound so doable. Thank you for writing it down, so parents like me can understand and do this on a dail basis. I never really put so much thought on what all I could really do while reading aloud with the kiddo. I am a new follower, and I love your blog. What a great resource, your blog is!

March 30, 2013 at 1:32 pm

Veens–YOU made my year. Many thanks. Really, making this ‘doable’ manageable, and fun for parents is my goal because we all CAN do it–just takes a teeny bit of thought and prep. Huge thanks for reading, and many thanks for taking the time to write, my friend!!

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Hi! I'm Patricia.

Nice to meet you.

My family currently lives in Central Texas. A few of my favorite things include baking, teaching, and working with children.

Sign Up for Email Updates!

• Our Mission

There has been an error with the video.

Building Better Readers With Scaffolded Read Alouds

By reading books out loud every day, teachers introduce students to higher-level texts and new vocabulary, while modeling deeper thinking and strong discussion skills.

In Brooklyn, an elementary school called P.S. 249, the Caton School, has a 15-to-20-minute block of daily read-aloud time in every classroom, kindergarten through fifth grade. Teachers select a book that’s just above their students’ reading level—and related to the current unit of study in social studies or English language arts—and read it to their class. But this is no typical read aloud. All along the way, the teachers model good reading skills, as well as how to think critically and analyze text.

Every three days, when a new book is introduced, the class reads the back cover, looks at the artwork, and makes predictions. Over the next few days, teachers read small sections of text to the group, stopping every few minutes to pose questions and encourage the students to consider the setting (or characters, or plot elements). Questions start out asking for basic information about what the students heard and build toward higher-level analytical questions about what might happen in the story or the characters’ motivations. During turn and talks, the students discuss particular passages in pairs while the teacher roams around observing, and each lesson ends with a stop and jot where students answer a prompt using printed copies of the text to find evidence.

As the days progress, teachers model less and have students do more of the thinking and analyzing themselves—which empowers students to become more critical and capable readers when they go to read on their own.

Schools That Work

P.s. 249 the caton school.

Think-Alouds

Effective teachers think out loud on a regular basis

Download for free.

What Are Think-Alouds?

Think-alouds are a strategy in which students verbalize their thoughts while reading or answering questions. By saying what they're thinking, students can externalize and process their thoughts.

Effective teachers think out loud regularly to model this process for students. In this way, they demonstrate practical ways of approaching difficult problems while bringing to the surface the complex thinking processes that underlie reading comprehension, problem solving, and other cognitively demanding tasks.

Why Use Think-Alouds?

Key takeaways:

• The think-aloud strategy is used to model comprehension processes such as making predictions, creating images, and linking information to prior knowledge.
• Teachers model expert problem-solving by verbalizing their thought processes, aiding students in developing their own problem-solving skills, and fostering independent learning.
• Teachers can assess students' strengths and weaknesses by listening to their verbalized thoughts.
• Getting students into the habit of thinking out loud enriches classroom discourse and gives teachers an important assessment and diagnostic tool.
• Research has demonstrated that the think-aloud strategy is effective for fostering comprehension skills from an early age.

Summary of the research

Think-alouds, where teachers vocalize their problem-solving process, serve as a model for students to develop their inner dialogue, a critical tool in problem-solving (Tinzmann et al. 1990). This interactive approach fosters reflective, metacognitive, independent learning. It helps students understand that learning requires effort and often involves difficulty, assuring them they are not alone in navigating problem-solving processes (Tinzmann et al. 1990).

Think-alouds are used to model comprehension processes such as making predictions, creating images, linking information in text with  prior knowledge , monitoring comprehension, and overcoming problems with word recognition or comprehension (Gunning 1996).

By listening in as students think aloud, teachers can diagnose students' strengths and weaknesses. "When teachers use assessment techniques such as observations, conversations and interviews with students, or interactive journals, students are likely to learn through the process of articulating their ideas and answering the teacher's questions" (National Council of Teachers of Mathematics 2000).

Research into the impact of using the think-aloud strategy to enhance reading comprehension of science concepts found that implementing think-alouds as a during-reading activity significantly improved the comprehension of science concepts in Kindergarten students (Ortleib & Norris, 2012). This finding underscores the effectiveness of the think-aloud strategy in fostering comprehension skills from an early age.

How To Use Think-Alouds

Think-alouds are versatile teaching tools that can be applied in various ways. For instance, in math, teachers can model the strategy by vocalizing their problem-solving process as they work through a problem. In reading, the think-aloud strategy enhances comprehension by allowing students to actively engage with the text, verbalizing their thought processes, questions, and connections.

Another approach is the use of reciprocal think-alouds, which fosters collaboration and helps students understand different ways of thinking. Think-alouds can also be used as an assessment tool to pinpoint individual student needs, shaping instruction to better suit each learner.

Think-alouds can be used in a number of ways across different subject areas, including:

• Reading/English: The think-aloud process can be used during all stages of reading, from accessing prior knowledge and making predictions to understanding text structure and supporting opinions.
• Writing: Think-alouds can be used to model the writing process, including pre-writing strategies, drafting, revision, and editing.
• Math: Use think-alouds to model the use of new math processes or strategies, and assess student understanding.
• Social Studies: During discussions on complex topics, have students use think-alouds to explain their reasoning and opinions.
• Science: Think-alouds can be used to model the scientific inquiry process, and students can reflect on this process in their journals or learning logs.

Modeling Thinking-Alouds

Modeling think-alouds is a method where a teacher vocalizes their problem-solving process, serving as a guide for students. This strategy allows learners to see the internal mechanisms of problem-solving, demonstrating that learning is an active process. It helps students develop their metacognitive skills, promoting independent learning.

What does this look like in the classroom?

Before proceeding with the actual think-aloud, first, explain the concept and its significance. For instance, "Today, we're going to use the think-aloud strategy as we work through this problem. The think-aloud strategy helps us to vocalize our inner thoughts and reasoning as we solve a problem. It's a useful tool because it allows us to better understand our own thought processes and identify areas where we might be struggling."

Modeling the Think-Aloud Strategy for Math

The think-aloud strategy is instrumental in developing problem-solving skills as it promotes metacognition, enabling students to understand and evaluate their thought processes while tackling a problem.

For example, suppose during math class you'd like students to estimate the number of pencils in a school. Introduce the strategy by saying, "The strategy I am going to use today is estimation. We use it to . . . It is useful because . . . When we estimate, we . . ."

Next say, "I am going to think aloud as I estimate the number of pencils in our school. I want you to listen and jot down my ideas and actions." Then, think aloud as you perform the task.

Your think-aloud might go something like this:

"Hmmmmmm. So, let me start by estimating the number of students in the building. Let's see. There are 5 grades; first grade, second grade, third grade, fourth grade, fifth grade, plus kindergarten. So, that makes 6 grades because 5 plus 1 equals 6. And there are 2 classes at each grade level, right? So, that makes 12 classes in all because 6 times 2 is 12. Okay, now I have to figure out how many students in all. Well, how many in this class? [Counts.] Fifteen, right? Okay, I'm going to assume that 15 is average. So, if there are 12 classes with 15 students in each class, that makes, let's see, if it were 10 classes it would be 150 because 10 times 15 is 150. Then 2 more classes would be 2 times 15, and 2 times 15 is 30, so I add 30 to 150 and get 180. So, there are about 180 students in the school. I also have to add 12 to 180 because the school has 12 teachers, and teachers use pencils, too. So that is 192 people with pencils."

Continue in this way.

Modeling the Think-Aloud Strategy for Reading

The think-aloud strategy enhances reading comprehension by promoting metacognitive understanding of the reading process. It allows students to actively engage with the text, verbalizing their thought processes, questions, and connections, which leads to deeper understanding and retention of material.

When reading aloud, you can stop from time to time and orally complete sentences like these:

• So far, I've learned...
• This made me think of...
• That didn't make sense.
• I think ___ will happen next.
• I reread that part because...
• I was confused by...
• I think the most important part was...
• That is interesting because...
• I wonder why...
• I just thought of...

More Ways to Model Think-Alouds

Another option is to video the part of a lesson that models thinking aloud. Students can watch the video and figure out what the teacher did and why. Stop the video periodically to discuss what they notice, what strategies were tried, and why, and whether they worked. As students discuss the process, jot down any important observations.

Once students are familiar with the strategy, include them in a think-aloud process. For example:

Teacher: "For science class, we need to figure out how much snow is going to fall this year. How can we do that?"

Student: "We could estimate."

Teacher: "That sounds like it might work. How do we start? What do we do next? How do we know if our estimate is close? How do we check it?"

In schools where teachers work collaboratively in grade-level teams or learning communities, teachers can plan and rehearse using the think-aloud strategy with a partner before introducing it to students. It is often more effective when the whole school focuses on the same strategy and approaches to integrate it into learning.

Reciprocal Think-Alouds

In reciprocal think-alouds, students are paired with a partner. Students take turns thinking aloud as they read a difficult text, form a  hypothesis in science , or compare opposing points of view in  social studies . While the first student thinks aloud, the second student listens and records what the first student says. Then students change roles so each partner can think aloud and observe the process. Next, students reflect on the process together, sharing what they tried and discussing what worked well for them and what didn't. As they write about their findings, they can start a mutual learning log that they refer back to.

Think-Alouds as an Assessment Tool

After students are comfortable with the think-aloud process you can use it as an assessment tool. As students think out loud through a problem-solving process, such as reflecting on the steps used to solve a problem in math, write what they say. This allows you to observe the strategies students use. Analyzing the results will allow to pinpoint the individual student's needs and provide appropriate instruction.

Assign a task, such as solving a specific problem or reading a passage of text. Introduce the task to students by saying, "I want you to think aloud as you complete the task: say everything that is going on in your mind." As students complete the task, listen carefully and write down what students say. It may be helpful to use a tape recorder. If students forget to think aloud, ask open-ended questions: "What are you thinking now?" and "Why do you think that?"

After the think-alouds, informally interview students to clarify any confusion that might have arisen during the think-aloud. For example, "When you were thinking aloud, you said . . . Can you explain what you meant?"

Lastly, use a  rubric  as an aid to analyze each student's think-aloud, and use the results to shape instruction.

For state-mandated tests, determine if students need to think aloud during the actual testing situation. When people are asked to solve difficult problems or to perform difficult tasks, inner speech goes external (Tinzmann et al. 1990). When faced with a problem-solving situation, some students need to think aloud. For these students, if the state testing protocol permits it, arrange for testing situations that allow students to use think-alouds. This will give a more complete picture of what these students can do as independent learners.

See the research that supports this strategy

Tinzmann, M B. et. al. (1996) What Is the Collaborative Classroom? Journal: NCREL. Oak Brook.

Gunning, Thomas G. (1996). Creating Reading Instruction for All Children. Chapter 6, 192-236.

The National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA: The National Council of Teachers of Mathematics, Inc .

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

Ortlieb, E., & Norris, M. (2012). Using the Think-Aloud Strategy to Bolster Reading Comprehension of Science Concepts. Current Issues in Education , 15 (1)

Featured High School Resources

Related Resources

About the author

TeacherVision Editorial Staff

The TeacherVision editorial team is comprised of teachers, experts, and content professionals dedicated to bringing you the most accurate and relevant information in the teaching space.

• Grades 6-12
• School Leaders

Get our FREE Classroom Seating Charts 🪑

Improving Reading Comprehension with Think-Alouds

Give your students a play-by-play of your thinking and watch reading skills soar.

“The author doesn’t come right out and say it, but I’m getting the sense that the grandparents died,” Mrs. Sweeney tells her class of second graders while reading aloud from Thank You, Mr. Falker . Throughout her read-aloud, this teacher will stop to ask questions, make observations, and think deeply about the story. By allowing her class to eavesdrop on what she ,  a skilled reader, is thinking while reading, she is modeling the strategies used by proficient readers. She is building her students’ reading comprehension through the tried-but-true strategy of  think-alouds , a powerful way to engage readers and to impact their learning.

To update your think-alouds or to return to this often overlooked strategy, follow these tips.

Think aloud with your favorite text.

There is no “right” or “wrong” text for think-alouds. Just as reading aloud is fruitful for readers of all ages and levels , think-alouds work for any text, for students of any age, and across all content areas. We can think aloud with four-year-olds reading Knuffle Bunny just as easily as we can think aloud with eighth graders in their social studies textbooks.

Plan in advance.

Whether you are reading Dr. Seuss’ Green Eggs and Ham or Hemingway’s A Moveable Feast , every think-aloud requires that you peruse the text and use sticky notes to mark “juicy stopping points.” These are the junctures that, in one way or another, invite you to do something as a reader. Infer, ask a question, lean in and take notice of figurative language, and so on. Well-executed think-alouds do not emerge extemporaneously. They require thoughtful preparation, knowledge of the chosen text, and a meaningful connection between the text and the appropriate comprehension strategies. I like to use sticky notes to mark these points as I preview the text.

Provide a visual cue to indicate when you are thinking aloud.

As I think aloud, I provide an obvious gesture that helps students differentiate between when I am reading from the text and when I am thinking about the text. To signal when I’m thinking aloud, I use my index finger and point to my temple or tap the side of my head. With this gesture, students readily understand that the words I’m saying are not found in the book but, rather, are in my head.

Use I-statements to jump-start your think-alouds.

I-statements, as in, “I wonder if the author means …” or “I’m going to reread … ,” are the clearest ways for teachers to model the reading comprehension strategies that proficient readers use. Through “I” language, students begin to learn how to apply reading strategies to their independent reading.

The secret to success lies in planning think-alouds well. They may sound spontaneous, but they are expertly choreographed. So grab your favorite text, choose your marking spots where you will stop and think, and bring your readers of all ages one step closer to independent use of comprehension strategies.

For even more direction on how to use think-alouds, use this resource from the National Council of Teachers of English.

You Might Also Like

18 Smart Instructional Scaffolding Examples for Every Classroom

Tips and ideas for teachers and school leaders. Continue Reading

Copyright © 2024. All rights reserved. 5335 Gate Parkway, Jacksonville, FL 32256

20 Reading Comprehension Questions That Encourage Critical Thinking

Keep these questions in your back pocket for any read aloud.

I know it can be really tempting to focus 100% on building students’ word reading skills like phonics and phonemic awareness, but research shows it’s also extremely important to develop students’ language comprehension so they can actually understand what they’re reading. And the great news is that building students’ skills can be as simple as asking some of these 20 fun reading comprehension questions each time you read a story aloud to your class!

Snag your free reading comprehension questions below and then join the priority list for our VIP teaching membership, The Science of Reading Formula , so you can unlock access to all of our teaching tools in one time-saving spot. 

Fun Reading Comprehension Questions

There are few things better than settling in with your students to read a good book.  The miraculous way it calms kids down after recess…Their smiles and laughter…The “one more, pleeeeease.”  It’s pure magic.

And while kids are locked into a good story, it’s a great opportunity to build their language comprehension so they learn to think deeply about what’s actually happening.

• What do you think this book is about? What clues did you use to make that guess?
• What makes you think this book is going to be interesting?
• What kind of characters do you think will be in the book?

Or during the story, you could pause and say:

• Help me catch up! What has happened so far?
• If you were the character, what would you do differently?
• What do you think will happen next? Why?

You could even sprinkle in a few of these questions after the story:

• If you could change one thing in the book, what would it be?
• What was the most interesting thing you learned?
• Would you have ended the book differently? Why?

Having students talk about the books you’re reading will help them learn new vocabulary words and teach them how to think deeply about what is happening as they read.

You can even print the sheets on colored paper to add a fun pop and make it easy to find!

They work with almost any book under the sun. 

Grab Your Copy

Click the big blue “download” button to snag your copy of my favorite reading comprehension questions and then request an invite to our VIP teaching membership, The Science of Reading Formula , so you can teach reading the easier, brain-friendly way.

Similar Posts

Icy magic e sort, the owl and the moon.

LEGO Measurement

Butterfly life cycle hats.

Apple Ten Frame Clip Cards

Cut and Paste Shape Game for Kids

11 comments.

• Pingback: The Ultimate Guide to Teaching Kids How to Read - Playdough To Plato
• Pingback: Why it's Important to be Reading to Your Babies! + FREE READING LOG -
• Pingback: How to Motivate Reluctant Readers - Playdough To Plato
• Pingback: 5 Things Kids Should Know Before Kindergarten - Playdough To Plato
• Pingback: Reading Comprehension Activities - Playdough To Plato

Reading comprehension is so important in a reader

YES! So important! Hope these questions are helpful 🙂 Warmly, Ashley // Happiness Ambassador

I tapped the blue button, but nothing happened. The free reading comprehension sheets did not come onto my computer. Thank you.

Hi, When you click the blue “Download Here” button, a pop-up should open. You can try checking to make sure your browser isn’t blocking pop-ups from the site or try using a different browser. If you happen to be attempting the download at school, your district’s web filter may be blocking the pop-up. Let me know if you’re not able to get the questions! Warmly, Sarah // Playdough to Plato Team

Big blue box to download is not working

Hello, When you click the blue “Download Here” button, a pop-up should open. You can try checking to make sure your browser isn’t blocking pop-ups from the site or try using a different browser. If you happen to be attempting the download at school, your district’s web filter may be blocking the pop-up. Let me know if you’re not able to get the questions! Warmly, Sarah // Playdough to Plato Team

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

• Mathematics
• Reading and Writing
• Intervention
• Professional Learning
• Virtual Events
• What is Phonics?
• Teaching Grammar
• Vocabulary Games
• What is Virtual Learning?
• About Sadlier
• Find a Sales Representative
• International Distributors
• International Programs
• Online Catalogs
• Sadlier School Site Map
• Pricing & Ordering Information
• Sadlier’s W-9
• Sadlier’s Sole Source Letter
• Sadlier’s Credit Application
• Privacy Policy
• Return Policy
• Terms & Conditions

Sadlier's English Language Arts Blog

• Author Interviews
• Interactive Read Alouds
• Close Reading
• Vocabulary/Vocab Gal
• Writing with Vocabulary
• Assessments
• Charts/Posters
• Graphic Organizers
• Back to School
• End of School
• Classroom Management
• Grammar & Writing
• Thinking Routines
• About Our Bloggers

September 16, 2014 CL Interactive Read Alouds , ELA Focus - Interactive Read Alouds , ELA K-5 , ELA Resources - Activities , Core Literacy

Interactive read aloud of stellaluna by janell cannon, by: erin lynch.

This Critical Thinking Interactive Read Aloud of Stellaluna by Janell Cannon provides the thought-provoking questions, essential to every interactive read aloud, and uses the Revised Bloom’s Taxonomy Cognitive Dimensions . Your students will soon be in deep discussions, ranging from plot analysis to author’s message exploration. 

Download the Interactive Read Aloud of Stellaluna now!

Interactive read alouds are an important component of a balanced literacy classroom. Research proves the value of reading aloud to students of all ages, and that students benefit from being read aloud to several times throughout a week. Thoughtful planning of an interactive read aloud is critical for its success. Teachers need to select a text that is both meaningful and engaging, and it is important to consider how the text will support lessons, units or themes the class is working on. Thought-provoking questions are essential to every interactive read aloud. Using the Revised Bloom's Taxonomy Cognitive Dimensions is one way to ensure students will take part in a variety of discussions from understanding the plot of the story to analyzing the author's message.

This week’s spotlight Book of the Month and interactive read aloud I chose to feature is called Stellaluna by Janell Cannon . This book can be enjoyed in almost any elementary classroom (K-5). Janell Cannon has a wonderful way of teaching kids about animals without them even realizing they are leaning. One of my favorite things about her books is how she often provides factual information about the topic at the end of the book in the author's notes to increase the readers’ understanding of the text. 

About Stellaluna

This is the heartwarming story of a fruit bat that makes a home with a family of birds after she is separated from her mother. Kids will learn about the different characteristics of birds and bats as they enjoy this story about friendship, compromise, and acceptance.

Download my Critical Thinking Read Aloud of Stellaluna lesson now!

19 Short Stories and Questions For Critical Thinking

Apr 2, 2024

There have been rumblings in different online teacher groups recently about replacing novels with short stories and informational articles in middle and high school English classrooms. I have to admit I was shocked when I first read the comments because I am a book lover at heart, but since then, I’ve considered that there are several pros and cons to this approach.

Short stories and other smaller texts can provide a briefer timeline to complete tasks, and this process is helpful when there is already SO MUCH curriculum to cover. Short stories and related activities can also be more engaging for our students because of the exposure to diverse voices and themes! Using short stories and lessons provides students with amazing choices to meet their needs and preferences!

On the other hand, incorporating mainly short stories and other shorter passages means students’ already-pressed attention spans (as a result of social media influences and pervasive sources of technology) are reinforced. Plus, students miss out on the more complex stories within longer pieces of fiction that are, dare I say, life-altering! A novel can provide opportunities for sustained reading and layers for analysis that shorter pieces of literature like short stories and related texts cannot offer.

Ultimately, no matter where you find yourself on the issue, I think we can all agree that short stories and their counterparts can be vital, effective, and helpful in the modern classroom!

Continue reading for 19 Short Stories and Questions For Critical Thinking!!

Need help with Test Prep ?  Check out this  FREE Pack of 3 Test Prep Activities  to help students achieve success on standardized tests!

Table of Contents

19 Short Stories and Questions – Suggestions for Teaching Them

You don’t need to remove all novels to be able to include short stories and smaller passages like vignettes, articles, and narratives; there’s a time and place for all genres! But if you’re thinking about ways to include more short stories and fun activities, check out this list of 19 varied short stories and critical thinking questions as well as suggestions for teaching them in middle school and high school.

1.  “The Most Dangerous Game” 

“The Most Dangerous Game” is one of my absolute favorite short stories and overall plots to teach! This suspenseful short story by Richard Connell follows the harrowing ordeal of Sanger Rainsford, a skilled hunter who becomes the prey of a deranged aristocrat named General Zaroff. Stranded on Zaroff’s secluded island, Rainsford must outwit the cunning general in a deadly game of survival, where the stakes are life and death. 

SUGGESTIONS FOR TEACHING:

• You could focus on the setting (description of time and place) and examine how the setting changes throughout the story.
• Students could learn about the plot (major events in the story) and list the major events and evidence as they read.
• Define foreshadowing (hints for what will happen by the end of the story) and encourage students to hypothesize about what will happen after every page.
• Analyze the character development (how a character changes over time) of Rainsford and highlight his traits/actions as you read along.

CRITICAL THINKING QUESTIONS:

• How does the setting contribute to the tension and suspense in the story?
• How does the author use foreshadowing? How does the author hint at the danger Rainford is facing?
• What inferences can you make about the main character and the changes he undergoes from the beginning to the end of the story?

If you want to teach plot elements and plot analysis , check out this lesson bundle for the story , which includes comprehension quizzes and a variety of activities!

2.  “An Occurrence at Owl Creek Bridge”

Ambrose Bierce’s story is a gripping tale set during the American Civil War, where a Southern civilian named Peyton Farquhar faces execution by hanging after attempting to sabotage a Union railroad bridge. As Farquhar falls through the trapdoor, time seems to stretch, and he experiences a surreal moment, only to realize his grim reality. 

Integrating historical texts with other short stories and passages like “An Occurrence at Owl Creek Bridge” will make history come more alive and relevant for our students!

• Teach about irony (when the opposite occurs from what is expected) and how it plays a role throughout the story.
• Explain the term characterization (how a character is depicted) by looking at direct and indirect references while reading with your students.
• Discuss the major themes (messages) of the story and how they connect to our modern era within a Socratic Seminar.
• How does the author use characterization to convey Peyton Farquhar’s thoughts, emotions, and motivations?
• What is the purpose of irony in this story? How does its use affect the reader’s interpretation and understanding of events?
• What is the significance in our contemporary/real world of the themes of the story, including reality and fantasy, the passage of time, and the consequences of actions?

Ensure students’ understanding of the story with this set of reading questions that are perfect for state test prep, too !

3.  “The Masque of the Red Death”

This chilling tale from Edgar Allan Poe is set in a secluded abbey where Prince Prospero and his wealthy guests attempt to escape a deadly plague known as the Red Death. Despite their isolation efforts, the guests are confronted with their own mortality as a mysterious figure in a blood-red mask appears.

If you have not read any short stories and poems from Poe, this story is a perfect journey into the horror genre!

• The setting (description of time and place) plays a MAJOR role in the story, so following the Prince from room to room and highlighting the imagery (description that connects to the five senses) is very important when reading.
• If you have not introduced mood  (emotion intended for the reader to experience), this story is PERFECT for delineating its progression from start to finish.
• As students read, you might guide them through identifying various examples of  symbolism  (object, person, or place that represents something else); each room, objects within, and the “antagonist” is symbolic in some way!
• How does the author convey the tone of the story? How would you, as the reader, describe the story’s mood?
• What role does the plot structure (focus on the different rooms) play in shaping the reader’s understanding of the story?
• What is the purpose of the symbolism in the story such as the clock and the masked figure?

Check out this EASY-TO-TEACH bundle , you can practice with your students, so they will feel more confident analyzing higher-level language in “The Masque of the Red Death!”

4.  “The Cask of Amontillado”

Another chilling tale from Poe is the classic story “The Cask of Amontillado.” This one is set during Carnival in an unnamed Italian city. The plot centers on a man seeking revenge on a ‘friend’ he believes has insulted him. If your students are anything like mine, they will relish the ending particularly!

This is just one more of Poe’s short stories and tales that will capture the mind of every reader!

•  As you plan for this short story, be sure to encourage your students to analyze the changing setting (description of time and place); following Fortunato from scene to scene will help your students track what is really going on.
• This story is the perfect moment to teach about dialogue (conversation within someone=internal and/or between someone and someone/thing else=external); Montresor certainly means more than what he SEEMS to say!
• You might also offer a mini-lesson on the 3 types of irony and how each plays a role in the story: verbal (when a person says the opposite of what is really intended), situational (an action occurs that is the opposite from what the reader expects), and dramatic (a character expects a result, but the opposite occurs and the audience can tell what will happen)!
• Describe Montresor. What are his motives and personality?
• What inferences can you make about Montresor’s mindset based on his dialogue?
• What is the purpose of the family’s motto and the carnival atmosphere? 

Check out this Short Story Activity & Quiz Bundle for Edgar Allan Poe’s “The Cask of Amontillado,” which contains questions and answers modeled after various reading standardized tests as well as pre-quiz reading comprehension questions, graphic organizers, and a writing activity to get students thinking critically about this classic short story involving REVENGE!

Want 7 more teaching ideas for one of Poe’s epic short stories and questions to go with it? Click below!

5.  “To Build a Fire”

This story by Jack London describes the treacherous journey of a man through the harsh Yukon wilderness during extreme cold. Despite warnings and the company of a loyal dog, the man’s arrogance and underestimation of nature’s power lead to a tragic end.

Short stories and ideas related to survival in nature are still relevant today! Who knows when you might get lost on a hike or crashland in no man’s land?

• This story is PERFECT for a bit of  literary analysis  (examining the impact of various ideas, elements, or themes within a piece of literature); you could hone in on literary devices, characterization, theme, etc.!
• Integrating clips from survival shows will help students see connections to the world and extend their thinking by comparing (recognizing similarities) and contrasting (recognizing differences) varied experiences!
• Write a short narrative about surviving 24 hours in a different setting (description of time and place).
• How does the author use irony? Provide an example and explain. 
• What real-world connections can be made between this story and our contemporary life? 
• What is the story’s message about preparedness and respecting nature?

Grab these engaging short stories and activities to make teaching this Jack London story stress-free!

6.  “The Cactus”

Told from the point of view of a young man at his former lover’s wedding, the narrator retells their story. Like most of O. Henry’s short stories and texts, this one has a twist that involves the titular cactus plant.

The ending will end in a bit of fun for your students!

• Introduce diction (word choice) and its impact within the story by hyperfocusing on specific words within the story . Students can look up definitions, locate synonyms, create their own sentences, replace the words, etc.
• Investigate twist endings (unexpected finish to a story); before reading the end of the story, ask students to guess why the girl “rejected” him. Some students may know the answer before reading it!
• Describe the main characters. What similarities and differences are evident? How does this affect the story’s action?
• What inferences can you make about Trysdale and his feelings about love and marriage?
• What are the real and symbolic meanings of the cactus?

This resource packed with questions and answers, graphic organizers, and writing activities is sure to get your students thinking about this love story driven by misconceptions.

7.  “After Twenty Years”

This tale of friendship and betrayal focuses on the reunion of two old friends after twenty years apart on a New York City street corner. As they reminisce, something is revealed that demonstrates the reality of their bond as well as the choices they’ve made in life.

If you have not read O. Henry’s short stories and incorporated character analysis yet, this is your chance! The story is not long and can be completed in one to two class periods!

• Sometimes, we ask students to visualize (create a picture) in their minds, but why not give them the opportunity to use their artistic skills to draw the two characters?
• As students read, annotate for a description of each character; then, students can do a character analysis (investigation of the characters’ similarities and differences).
• What type of irony is used in the story? How does its use affect your interpretation and understanding of the story?
• How does the urban setting contribute to the mood of the story?
• What is the story’s message about friendship and loyalty?

Examine the links between loyalty and duty with this set of resources designed specifically for this O. Henry story.

8.  “The Lottery”

“The Lottery” is the quintessential short story for middle school or high school English! Shirley Jackson’s “The Lottery” tells the story of an annual ritual that takes place in a seemingly idyllic town. When the townsfolk gather for the lottery drawing, a shocking turn of events demonstrates the dark side of human nature and their ties to (outdated) traditions.

• Introduce the terms suspense (uncertainty and/or excitement leading up to a major event) and tension (anxiety or uneasy feelings experienced by characters). While reading, identify evidence that relates to each of these concepts and chat/write about their impact on meaning and plot.
• Teach title (the name of the text) analysis. The title of “The Lottery” is perfect for teaching the impact of the title and audience expectations. Before reading, students may write what they believe the story will be about based on the title. After reading, students can complete a quick write responding to their previous expectations! You can do a text analysis for all short stories and poems!
• What role does the plot structure play in building suspense and tension? (Consider the revelation of the lottery’s ‘prize’ in particular.)
• What social commentary is being made through the story and its characters?
• Describe Mr. Summers, Tessie, and Old Man Warner. What does the story reveal about their role in the community and their feelings about the lottery?

Give yours elf a breath of fresh air with this NO PREP curriculum that integrates test prep within the teaching of literature by using Shirley Jackson’s quintessential story!

9.  “The Pedestrian”

This Ray Bradbury story follows a lone walker in a futuristic society in which everyone else is consumed by technology, particularly the television. One evening, the walker encounters a police car that questions his unusual behavior and the end is quite unexpected! (Most of Bradbury’s short stories and texts connect to the future and technology in some way!)

• This story exemplifies Dystopian Literature (texts that include a supposedly perfect future society marred in some way by governmental or societal oppression). Using this story to introduce this type of literature is always fun for students because they will easily make connections to other dystopic short stories and poems!
• Teach about mood (the emotional impact of a story’s description/action). The goal is to get students to deepen their critical thinking skills by recognizing how the mood changes and the purpose for that change!
• How does the author use foreshadowing and suspense to build the mood of the story?
• What is the central theme of the story? How might it connect with our current world?
• What similes and metaphors does Bradbury use to describe the community and its members? What is notable about these comparisons?

With this resource about Bradbury’s “The Pedestrian,” you can just print and teach the lesson and activities with EASE! 

10.  “The Gift of the Magi”

This 1905 story by O. Henry relays a tale about a couple struggling to make ends meet. Throughout the story, they both figure out gifts to buy one another for Christmas and realize what love truly means!

• Review character traits (how a character is depicted internally and externally). Log the traits of each character within the story and how they are important to the meaning of the story.
• Extend (move beyond the text) critical thinking skills by encouraging students to think and write about other people. If they had $1,000 to spend on someone else, how would they spend the money and why?

• How would you describe Della and Jim, and their relationship?
• What values do the characters have, when you consider their actions and decisions?
• Explain how dramatic irony is used in the story. Is it necessary? Is it effective? Why or why not?

This tale is a great addition to your short stories and questions unit around the winter holidays! Save yourself time at that time of the year with this lesson bundle . 

11.  “The Monkey’s Paw” 

“The Monkey’s Paw” is a classic horror story about the White family who come into possession of a mystical monkey’s paw that grants three wishes. Despite warnings, they use it and then face devastating consequences as a result.

• Teach about the elements of the horror/suspense genre (Ex. Scary movies are typically dark, stormy, surprising, morbid, etc.).
• Create a thematic statement (message relayed by the text in a complete sentence). There is no perfectly created theme (message) unless it is directly stated by the author; however, students can create a theme by supporting their ideas with evidence from the story!
• What is the main theme of the story? Or how does the author communicate the themes of greed or fate? Is one stronger than the other?
• Are Mr. and Mrs. White more alike or different from one another? How do you know?
• Should we be afraid of the unknown? What message does the story share? Do you agree or disagree?

Examine W.W. Jacobs’ classic story with this set of questions and answers along with rigorous reading and writing activities . While it is ideal for a spooky season, the story is valuable for its ability to hook readers any time of year!

12.  “Lamb to the Slaughter” 

This classic story with a killer plot twist is about a woman who kills her husband and gets away with murder thanks to cooking a leg of lamb!

• You could introduce the plot elements (exposition, rising action, climax, falling action, resolution), encourage students to identify major events to fit each element and write down textual evidence to support their ideas.
• Complete a film analysis (examination of film techniques and their effects) to compare/contrast the short story with the classic Alfred Hitchcock television episode.
• What is Mary Maloney’s state of mind? Does it remain the same or does it change throughout the story? Explain.
• Is the resolution of the story satisfying? Why or why not? Why do you think the author ended it as he did?
• How does irony contribute to the theme of deception in the story? Explain.

Spice up your middle school English or high school English class with this short stories and activities bundle for Dahl’s famous story!

13.  “The Tell-Tale Heart” 

Poe’s classic psychological thriller is narrated by an unnamed protagonist who insists on their sanity while recounting how they murdered an old man. The narrator is haunted by the sound of the victim’s beating heart, which ultimately drives him to confess to the crime despite not originally being a suspect. 

• Teach symbolism (object, person, or place that represents something else) by focusing on the heart and eye . The author used these symbols in various ways!
• Investigate psychology (the study of the human mind) as a part of the story. Determine what is fact and what is fiction within the narrator’s mind.
• What does the story reveal about the human psyche?
• What is the deeper meaning of the two key symbols in the story – the beating heart and the eye of the old man?
• What role do the narrator’s inner thoughts play in the development of the plot?

This Short Story Comprehension Bundle offers quick (and effective!) ways to assess students’ learning and understanding of the story. It’s easy to use and will no doubt save you time too!

14.  “The Scarlet Ibis” 

Emotional short stories and their counterparts have a place as well in English classrooms! This short story by James Hurst about two brothers is a heartbreaking must-read. Through flashbacks, the unnamed narrator tells the life story of his younger sickly brother William Armstrong, who is nicknamed Doodle. And the end…well, you’ll see.

• Define and explain the purpose of a flashback (referring back to the past within a story). Think about the implications of never thinking back on the past or always thinking about the past.
• Complete a comparison chart between Doodle and the Ibis as you read along. Then, students can create a visual of each after they have ready by using their own evidence!
• What is the meaning of the story’s title and the presence of a scarlet ibis in the story?
• What is the central theme of the story? How do the events of the story support this chosen theme?
• How does the author use personification for the storm? What effect does this have on the story?

This flexible resource features critical thinking questions and answers as well as writing and reading activities for students to explore Hurst’s heartbreaking story.

15.  “The Veldt” 

This science fiction story by Ray Bradbury was first published as “The World the Children Made” and it is quite fitting as a title! The story focuses on a futuristic world in which a video screen can be controlled and it turns out to be more than simple virtual reality! By the story’s conclusion, the world the children made is the downfall of their parents. 

• Compare and contrast “The Veldt” with “The Pedestrian,” two short stories and dystopic texts by Ray Bradbury. Analyze the similarities and differences of both short stories and create a thematic statement that connects to both texts!
• Make connections to our current reality in the 21st century. Locate research about the implications of technology on young people and integrate this information as you discuss this short story.
• How does the author address the theme of technology versus humanity in the story? Do you agree with this commentary? Why or why not?
• How does the nursery reflect the personalities of Wendy and Peter in this story?
• Do you know the story of Peter Pan and his friend Wendy? What connections can you make between it and this story by Ray Bradbury?

Ray Bradbury’s classic short stories and similar passages are the BEST to teach in middle and high school English! With so much to dive into, they are sure to be a hit with your students. Grab this set of activities to extend your students’ engagement with rigorous reading and writing activities about “The Veldt.” 

16.  “The Necklace” 

A woman who longs for a life of luxury and elegance beyond her means faces consequences when she loses a borrowed necklace. Guy de Maupassant’s story ends with a twist that has the reader question the value of material possessions. 

• I love comparing this short story with O. Henry’s “The Gift of the Magi.” You might choose to focus on the theme, characterization, setting, etc.
• Summarize (writing about the main idea with details) each chunk of the story as you read with your students. Instead of asking students to write a paragraph, you could ask students to create each summary in only one sentence.
• The story explores vanity, deception, and the consequences of striving for social status. Which theme do you think is the most important? Explain with support from the story.
• Is Mathilde Loisel a likable character? Does this change during the story? Does it matter if the reader likes her? Why or why not?
• What clues does the author provide throughout the story that foreshadow the twist at the story’s end?

Focus on the standards with this Short Story Lesson Bundle for “The Necklace” by Guy de Maupassant!

Need help with implementing activities for “The Necklace?” See below!

17.  “A Vendetta” 

Guy de Maupassant’s late-19th-century story is all about REVENGE. A mother is obsessed with creating a plan to avenge her son’s murder and she then puts the plan into action with a morbid outcome.

• There are so many texts that involve REVENGE! Why not use this concept as a focus for a thematic unit (texts linked to a similar concept and/or message)? You could read “A Poison Tree,” “The Cask of Amontillado,” and “Lamb to the Slaughter” as well as “A Vendetta” with the intention of writing about all 4 for a comparison/contrast paper, presentation, or seminar.
• Analyze the development (how a character changes over time) of the mother and the dog throughout the story; you might annotate for similarities and differences as well as their motivations!
• What comment is the story making about the nature (or need) for justice? Do you agree or disagree? Why or why not?
• What similes and metaphors does the author use to communicate the main character’s feelings about the vendetta?
• How does the author use details to explain the main character’s thoughts, feelings, and motivation?

Add these activities for this lesser-known work to your short story plans. It’s sure to keep things fresh for your short stories and activities unit! 

18.  “Thank You, Ma’am” (also known as “Thank You, M’am”)

This heartfelt story by Langston Hughes tells the story of Luella, an older woman in the neighborhood, who is nearly robbed by a young man named Roger. In response to Roger, Luella brings him back to her home and treats him with an abundance of kindness, which has a profound effect on Roger.

This tale is at the top of the list for the BEST short stories and passages for upper middle and younger high school students!

• Introduce perspective and/or point of view (how a story is told: 1st, 2nd, 3rd omniscient, 3rd limited, 3rd objective). Students might rewrite the story from another perspective or extend the story using the perspective of one of the main characters.
• Review plot elements with a focus on the exposition (introduction to the characters, setting, and conflict), climax (highest point of interest/turning point of the story), and resolution (how the story is concluded and/or resolved in some way.) You could assign an activity surrounding each concept: visualization of the scene, a journal response to the event, or a short response focused on how the element is important to the overall theme!

• Do you believe in second chances? What does the story say about second chances? 
• How might the climax of the story also be seen as the turning point in Roger’s life?
• How would you describe Mrs. Luella Bates Washington Jones? Are her actions expected or unexpected in the story? Consider from Roger’s and the reader’s point of view.

Click to check out all of the details for this BUNDLE with differentiated options , which includes a Test Prep Quiz (with varied options), Venn Diagrams, Graphic Organizers, and Writing Responses!! 

19.  “Click Clack the Rattle Bag”

This short story by Neil Gaiman is creepy and fun in the best ways possible! The narrator is taking care of his girlfriend’s little brother and walking him to bed when the child asks for a story. Instead of the narrator sharing a story, the boy shares about the Click Clacks who drink their prey and leave behind rattling bodies. The end is too good to be missed!

Short stories and plots like those in “Click Clack the Rattle Bag” will most certainly engage even your most struggling learners!

• We all know that test prep can be tough as many reading passages are, well, boring! Why not accomplish some test prep with your students and incorporate 5 standardized test-related questions ? You could focus on theme, structure, order of events, characterization, etc.!
• Help students make inferences (acknowledging and hypothesizing about the impact of details that are not directly referenced or stated) as the scene moves along. Students can analyze the change in the setting, the little boy himself, the story the boy is telling, and specific phrases from the story.
• What details in the story contribute to its eerie atmosphere or mood? Or what figurative language devices does Neil Gaiman use to create a sense of suspense in the story? 
• How does the author use ambiguity in the story? Is it effective or not? Explain.
• What inferences can you make about the relationship between the narrator and the young boy?

This “Click Clack the Rattle Bag” Quiz Pack for middle and high school students uses the Common Core standards and contains questions and answers modeled after various state standardized tests! Make teaching this amazing short story by Neil Gaiman SIMPLE & EASY!

Why should we incorporate more short stories and activities in our teaching?

While I would never advocate replacing all novels with short stories and smaller texts, there is still something to be said about spending quality time with short stories and excerpts. 

Including short stories and standards-based activities is an ideal option to improve reading comprehension and develop skills, especially in middle and high school English classes!

SHORT STORIES AND ACTIVITIES RESOURCES: 

This  Short Stories and Test Prep Questions ULTIMATE BUNDLE with Lessons, Quizzes, and Activities uses the Common Core standards with reading comprehension QUESTIONS and ANSWERS for 18 short stories such as “The Most Dangerous Game,” “The Monkey’s Paw,” “The Tell-Tale Heart,” “After Twenty Years,” “The Gift of the Magi,” “The Veldt,” “The Lottery,” “The Pedestrian,” etc. modeled after various state reading exams.

Make teaching short stories and activities SIMPLE & EASY!

Just PRINT & TEACH with engaging short stories and lessons!!

Need more fun ideas for teaching short stories and corresponding activities? Check out my store Kristin Menke-Integrated ELA Test Prep !

Hi, I’m KRISTIN!

I primarily focus on  integrating multiple disciplines and subjects. The goal is to make teaching simplified and effective!

Let's Connect

• Follow Follow

Click below to download “13 Simple Strategies to make test prep a breeze!”

Click here to join our newsletter

STEM ED Today

Made for Educators and Parents

Questioning: The Ultimate Reading Strategy for Critical Thinkers

Questioning is a reading strategy that involves generating and answering questions before, during, and after reading to enhance comprehension. It helps readers to engage with the text, think critically, and retain information. This article will provide an overview of questioning as a reading strategy, discuss its formation and promotion, explore how it can help RTI students, and offer practical tips for implementing it in the classroom.

Overview of Questioning as a Reading Strategy

Questioning is a metacognitive reading strategy that involves actively engaging with the text by asking questions, seeking answers, and making connections between ideas. The strategy is divided into three stages: before, during, and after reading.

Before Reading: This stage involves generating questions before reading to help activate prior knowledge and set a purpose for reading. Questions could be related to the author, genre, topic, or theme of the text.

During Reading: This stage involves generating questions while reading to monitor comprehension, clarify understanding, and make predictions. Questions could be related to the meaning of unfamiliar words, the main idea, or the author's purpose.

After Reading: This stage involves generating questions after reading to evaluate understanding, reflect on learning, and make connections to real-life situations. Questions could be related to the text's relevance, the author's bias, or the characters' motivations.

Formation and Promotion of Questioning as a Reading Strategy.

The questioning reading strategy was first introduced in the 1960s by the educational psychologist, Benjamin Bloom, who developed the Bloom's Taxonomy of Educational Objectives. Bloom's Taxonomy is a framework for classifying learning objectives into six hierarchical levels, ranging from simple recall of information to complex analysis, synthesis, and evaluation. The questioning strategy is based on the higher-order thinking levels of Bloom's Taxonomy, which require students to engage in critical thinking and problem-solving.

Since its inception, the questioning strategy has been widely promoted by educators, researchers, and curriculum developers as a powerful tool for improving reading comprehension and critical thinking skills. It has been incorporated into various reading programs and curricula, including the Reading Recovery Program, the Common Core State Standards, and the Response to Intervention (RTI) framework.

How Questioning Helps RTI Students

The RTI framework is a multi-tiered system of support designed to help struggling students by providing targeted interventions that address their specific needs. The questioning reading strategy is an effective tool for RTI students because it helps them to:

Activate Prior Knowledge: Questioning before reading helps students to activate their prior knowledge and build connections between what they already know and what they will be reading. This can improve their comprehension and retention of information.

Monitor Comprehension: Questioning during reading helps students to monitor their comprehension and identify areas of confusion or misunderstanding. This can help them to clarify their understanding and improve their overall comprehension.

Reflect on Learning: Questioning after reading helps students to reflect on what they have learned and make connections to real-life situations. This can help them to apply their learning and develop a deeper understanding of the text.

Implementing Questioning in the Classroom

Here are some practical tips for implementing the questioning reading strategy in the classroom:

Model the Strategy: Model the questioning strategy by asking students questions about the text before, during, and after reading. This can help them to see how the strategy works and develop their own questioning skills.

Provide Guided Practice: Provide guided practice by giving students a set of questions to answer before, during, and after reading. This can help them to develop their questioning skills and build confidence.

Encourage Independent Practice: Encourage independent practice by having students generate their own questions before, during, and after reading. This can help them to take ownership of their learning and develop their critical thinking skills.

Use Graphic Organizers: Use graphic organizers, such as KWL charts or mind maps, to help students organize their questions and make connections between ideas.

Differentiate Instruction: Differentiate instruction by providing different levels of questioning for students at different levels of proficiency. For example, lower-level questions for struggling readers and higher-level questions for advanced readers.

In conclusion, questioning is a powerful reading strategy that can help RTI students to improve their reading comprehension and critical thinking skills. By generating and answering questions before, during, and after reading, students can engage with the text, monitor their comprehension, and reflect on their learning. Implementing this strategy in the classroom requires modeling, guided practice, independent practice, graphic organizers, and differentiated instruction. By incorporating questioning into their reading instruction, teachers can help their students to become more effective readers and critical thinkers.

Recent Posts

Las Vegas Faces Big Problem with Not Enough Houses for People

Crafting Effective Assessment Questions: Unleashing Bloom's Taxonomy Levels 1-3

Maximizing Learning Potential: Unveiling the Power of Bloom's Taxonomy for Adult Learners

Curriculum Frameworks Demystified: A Quick Guide for Teachers and Administrators

Featured Articles

Student library.

Looking for a way to inspire and educate young minds in the exciting fields of science, technology, engineering, and math? Look no further than our STEM book series!

Using the Think Aloud Process in Five Easy Steps

How Does the Think Aloud Process Work?

I think I've done a version of this with my students, but never given it a name. (Thank you!) I also am going to start marking where I should model ahead of time. I teach high school, and typically do this with struggling readers. I wonder if older students would appreciate some of this? Do you think fabulous, older readers would be bored?

Lauralee-I am sorry to be so slow to reply to you. I think this process can be used with all types to text, so perhaps starting with a simple text that you can use to quickly model/introduce the idea with all students seeing exactly how it works. For guided practice, step up the level of the text and provide question stems for the students to use with a partner or in small groups. For this part, I would have the students record their observations and text evidence. You may use a blank column notes page for follow up books or a response journal that you can collect and comment on. Hope this response is helpful. I have not taught at the HS setting, but my oldest is in his second year of college, so I'm talking from that point of view (and from my background in reading).

Royal Topics

Our royal pins, popular posts.

Copyright Adventures in Literacy Land . Sophie Template designed by Georgia Lou Studios

• Mathematics
• Reading and Writing
• Intervention
• Professional Learning
• Virtual Events
• What is Phonics?
• Teaching Grammar
• Vocabulary Games
• What is Virtual Learning?
• About Sadlier
• Find a Sales Representative
• International Distributors
• International Programs
• Online Catalogs
• Sadlier School Site Map
• Pricing & Ordering Information
• Sadlier’s W-9
• Sadlier’s Sole Source Letter
• Sadlier’s Credit Application
• Privacy Policy
• Return Policy
• Terms & Conditions

Critical Thinking Interactive Read Aloud of Each Kindness

Research shows that interactive read alouds are an effective technique to use with students of all ages several times a week. This Critical Thinking Interactive Read Aloud of Each Kindness by Jacqueline Woodson provides the thought-provoking questions essential to every interactive read aloud. Your students will soon be in deep discussions, ranging from plot analysis to author’s message exploration.

Download the Critical Thinking Interactive Read Aloud  now.

Learn better. Play smarter.

• Explore Topics
• Learn + do --> Skills by Age
• Learning Toys

Engaging in Play Social Interactions Managing Conflict Sibling Love

Behavior Challenges Tantrums Listening + Tone of Voice Discipline Self-Regulation Impulse Control

Life Skills Responsibility How to Talk About… At-Home Learning

Positive Behavior Doing Hard Things Character Development

Language Development Writing Math Reading Spelling Milestones Preschool Readiness Kindergarten Readiness Activities at Home

• Get Started
• Our Experts
• Write for Us
• Plinkit Parents
• Sign In / Sign Up Optional -->
• Favorites Sign In
• Skills by Age (Learn + Do)
• Learning Toys (Shop + Play)
• Log Out Sign In / Sign Up Optional
• Search for: -->
• Sign In / Sign Up

Paige Abramson Hirsch

Increase critical thinking and curiosity when you read aloud. Take story time to a new level.

Seize it! Reading aloud with your child is filled with teachable moments to:

• Be curious ( a marker of academic success ).
• Learn how to ask questions ( a life skill ).
• Develop critical thinking skills.

Basic Concepts

There is a hierarchy of thinking – “Bloom’s Taxonomy” in teacher-speak.

• Six levels – C reate, e valuate, a nalyze, a pply, u nderstand, r emember.
• With a base in ‘remembering’ and building up to ‘creating’, the levels are designed to move a child’s thinking from simple recall to more abstract and complex.
• Try to use all six levels when reading aloud with your child to reframe how you ask questions.

Concept in Action

Let’s use the example of The Three Little Pigs:

• Remember: Who built his house out of sticks?
• Understand: What was the difference between the house of sticks and the house of bricks?
• Apply: What would you have built your house from?
• Analyze: If all of the pigs had built their houses out of brick, what might have happened?
• Evaluate: What would you have recommended the three pigs do differently in the story?
• Create: Can you write a new ending to the story? What would happen in your ending?

Just Remember

Try to use all six levels of Bloom’s Taxonomy when reading aloud with your child to reframe how you ask questions ( c reate, evaluate, analyze, apply, understand, r emember ).

Helpful Tips

• Asking questions that focus on the recall of facts or events is common. But experiment with higher order questions to deepen your child’s critical thinking.
• Model your own answers. This could be in how you’d answer the question yourself, or apply it to your own day. For example, “I had a tricky meeting today and had to share some bad news. I wonder how I could’ve said things differently. I wonder how the meeting would’ve ended then. Can you help me think what else I could’ve said?”

Your Tip Sheet of Questions

(PRINT ME!)

More printables

• 1-pager “Can You” questions
• DIY question jar
• Sweet visual for any playroom or fridge

Printable ‘Questions to Ask Your Child at Story Time’

Malala’s Magic Pencil

The Word Collector

Be a Plinkit Pro

Become a Plinkit Pro member to continue reading this article and to access our entire library of expert guidance.

Already a member? Log in

Be a PLINKIT PRO to enjoy access to all our practical expert guidance and events.

Awesome Site in The Making

An amazing site is coming to this web address. Check back soon!

Ancient Civilization Mesopotamia Daily Life - No Prep Critical Thinking

• Google Slides™ ,
• Internet Activities

Also included in

Description

3 Engaging Non-Fiction Reading Comprehension Passages with Read Aloud audio, Critical Thinking Questions, Self Marking Multiple Choice, Open-ended Questions and Writing Prompts.

[See the video preview for detailed information]

This resource series is designed to engage students in an in-depth study of Ancient Civilization Mesopotamia, Daily Life , including:

• Between the Rivers - The Geography of Mesopotamia
• Daily Life in Ancient Mesopotamian
• Gods & Goddesses

Each lesson is crafted to cater to various learning styles and abilities, ensuring inclusivity and comprehensive understanding.

The unit is outlined with a teacher led slideshow introducing each of the lessons with a brief synopsis of each.

Structure of Each Lesson

• Textual Content (Approx. 1000 Words): Each lesson begins with a detailed narrative with full audio. This narrative provides a vivid account of key events, figures, and themes ensuring that students can follow along visually and auditorily.
• Multiple Choice Questions: After the reading, students engage with self-marking multiple-choice questions that reinforce their comprehension and recall of the material. These questions are designed to be straightforward, helping students of varying abilities to check their understanding.
• Critical Thinking Questions: This section challenges students to delve deeper into the material, encouraging them to analyze and evaluate the significance of events and figures. These questions are crafted to stimulate intellectual engagement and discussion.
• Open-Ended Questions: Open-ended questions provide students the opportunity to express their thoughts and insights more freely. They encourage creative thinking and personal connection to the historical content.
• Writing Prompts: Each lesson includes thought-provoking writing prompts to help students develop their writing skills and deepen their understanding. These prompts encourage students to reflect on the material and make connections to broader themes.
• Save and Print Options: Students can save and/or print their work, allowing them to create a tangible record of their learning. This feature is particularly useful for review, parental engagement, and portfolio building.

Classroom Implementation

• Versatility: This series is suitable for a wide range of student abilities. The varied question types allow for differentiated instruction, catering to both advanced learners and those who may need additional support.
• Flexible Use: The resource can be used as standalone lessons or expanded into a more extensive unit on the Civil War. Teachers can supplement the text with additional activities such as group projects, role-playing, or multimedia presentations.
• Engagement: By incorporating listening, reading, and interactive questions, this resource keeps students actively engaged. The historical narratives are designed to be compelling, making history come alive for students.
• Assessment: The self-marking feature of the multiple-choice questions provides immediate feedback, while critical thinking and open-ended questions offer deeper insights into student understanding and thought processes.

Related Products

⭐ Aztecs - Rise of the Empire: No Prep Independent Learning Critical Thinking

⭐ Ancient Egypt - Famous Pharaohs: No Prep Independent Learning

⭐ Imperial China - Ancient Chinese Civilization No Prep Critical Thinking

Questions & Answers

Best school tools.

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think

• Share full article

For more audio journalism and storytelling, download New York Times Audio , a new iOS app available for news subscribers.

Supported by

The Ezra Klein Show

Transcript: Ezra Klein Interviews Jamelle Bouie

Every Tuesday and Friday, Ezra Klein invites you into a conversation about something that matters, like today’s episode with Jamelle Bouie. Listen wherever you get your podcasts .

Transcripts of our episodes are made available as soon as possible. They are not fully edited for grammar or spelling.

The Case for, and Against, Biden Dropping Out

The times opinion columnist jamelle bouie walks through the risks of a brokered convention..

From New York Times Opinion, this is “The Ezra Klein Show.”

[MUSIC PLAYING]

So I’m recording this on Friday, July 5. As of now, we have not seen Joe Biden’s ABC News interview. There is a lot happening, so I am loath to give a state of play on where the Democratic nomination is at the moment. Because by Tuesday, when this comes out, it might be somewhere very different.

But what I can say is, as somebody who has been arguing for an alternative path to Biden since February, and particularly making the case for an open convention, it has been startling to see so many people come over to this position. And as always, when the conventional wisdom shifts very rapidly, you run the risk of the weak points in it, the flaws, the soft thinking being overlooked.

The person I think making the best argument against some of these pathways has been my colleague at New York Times Opinion, Jamelle Bouie, who has been making very historically, and institutionally, and coalitionary grounded arguments for what could go wrong at a convention. So I wanted to have him on the show to talk through his thinking, how it’s evolving, the weak points he sees in some of these emerging arguments that I’ve been making, and see where we end up. As always, my email, [email protected].

Jamelle Bouie, welcome back to the show.

Thank you so much for having me.

So let me offer a roadmap for this. I want to talk about whether Joe Biden is in shape to govern, which is one of the questions I think people have been batting around; whether he’s in shape to run in 2024 and win; whether he can be replaced and what the downsides of that might be.

But let’s begin with the question of governing. Do you think Biden is fit to serve right now?

If I’m going to be completely honest, I don’t know if I have access to the kind of information that would allow me to make a definitive judgment in that regard. The reporting suggests that he basically has a six hour window in which he is at, like, peak condition and then needs to rest. Other reporting suggests that he’s had sort of forgetful moments and such. But I’m not even sure that offers that much of a window into his capacity to govern.

If we’re going to judge simply by the record of the administration thus far, I would say that, yeah, he has the capacity to govern. The administration has juggled a lot over the last three years and change — major pieces of legislation, foreign policy crises, so on and so forth.

And so if you’re going to look at simply what has the administration been doing, has it been dropping the ball on critical concerns to both it and the country, I don’t think it has been. And so Biden seems capable of governing. Is he capable of the performance of governing? I’m not so sure he is.

It has been, for me, one of the difficult cuts to make in evaluating him. Because there is the administration, which can clearly govern. But, of course, that can in some ways obscure what is happening with the president at the center. There are so many people making decisions, so many people working through the information that, on the one hand, I think we know he’s not making strange or erratic decisions in the way that Donald Trump himself often does and did.

But it’s also not clear for how much credit to give him in his capacity — Biden in his capacity personally. On one level, Biden deserves credit for all that because that’s what the normal rules of how we cover this. And on the other hand, it’s a little hard to see through all that to the man himself.

I think that’s fair. I think I might make the observation that that is often the case for presidents. Right? Eisenhower famously had a matrix of presidential decision making. And I’m not going to remember off the top of my head, but the rough outlines were sort of things that were urgent and the president had to handle, meaning urgent, very important, things that were important but not urgent, things that were neither urgent nor that important, and things that were urgent but not particularly important.

And so much of the duty of being president and of choosing a staff that can help manage all these things is sort of like figuring out which issues go where, who can handle what. And that’s really only something a president can do. And so if we’re looking at the administration’s performance, and if we are saying to ourselves this administration seems to be handling the important, urgent stuff quite well, it seems to be handling the important but not urgent stuff quite well, and so on and so forth — in the absence of any additional evidence, information, we kind of have to attribute at least that management of issues to Biden.

He’s appointed a staff that’s been able to handle information and handle situations as they come. And he seems to be able to at least make decisions about when he needs to step in and when he needs to intervene, which really is so much of the job of being president.

How do you think about the question of deterioration? One of the things that has been coming out in some of the reporting is people saying lapses that we have seen before have become more common — memory issues, a sort of inability to follow the thread. And we’re not just hearing that from inside the administration.

There was a Wall Street Journal piece that was sourced among European diplomats and leaders, and they were saying that they had noticed a change in Biden. It had worried them the way he was performing and participating in things like the G7 meeting had seemed like it was different than it had been at the past. Aging is often a sort of rapid and even exponential process at late ages. Are you personally — I’ve been trying to ask myself this — are you personally comfortable with the idea of Joe Biden as president for another four years?

I don’t know if I am. I’m not someone who thinks that Joe Biden is going to somehow drop dead in the middle of being president. I joke about this. But my sense of who Joe Biden is is that, if he’s elected to another four years or if he serves out another four years, then he will die on January 21, 2029, the day he’s no longer president.

He is powered by a pure love of America.

And pure personal ambition. Maybe the two are conflated in his mind. So I’m not worried about that. Do I think he has the capacity to continue serving? I don’t know. My inclination is to say probably not. There’ll probably be additional deterioration. He is 81.

So over the course of four years, as you say, aging can happen quite rapidly. I’m sure you have seen this, I have seen this, many of our listeners have seen this. And so the odds that next year, if he’s in office, or the following year, there’s just rapid deterioration in his capacity — even if it doesn’t render him infirm, it renders him unable to do the job — I think that’s a real possibility.

There’s another thing in this capacity cut that I’ve been weighing in my own mind, which is I think if you dig in to what’s implicitly being said about the job of the presidency versus the performance of the presidency, it’s that the job of the presidency is to make these high stakes decisions. Will we stand with Bibi Netanyahu? What will we do if Iran is launching an attack on Israel? Should the White House come out for this bill or that bill? What should it prioritize? And then there’s the performance side of it.

But communication is part of the job, too. And I think it’s indisputable that Biden has deteriorated tremendously as a communicator even since 2020, that he’s not persuasive. Right? There’s the old, the power of the presidency is the power to persuade, that Biden is not a guy you want right now negotiating with senators in the Oval Office. I don’t really think anybody believes he’s going to be particularly effective at doing that or negotiating with foreign leaders.

I was surprised in my own reporting over the last week how few Democratic senators have seen him recently. Right? And there had been reporting that the number of in-person meetings with members of Congress had gone down in recent years, which might just be he’s been focusing on foreign policy. But I was a little surprised to hear that.

Is this sort of cut people are making between performing the presidency — which is the cut made — and doing the job of the presidency, is that really a fair cut?

So I would say that the distinction there is worth making. And yet, if you’re going to make the argument that Biden has been an able president behind doors, then I think it’s also true that his inability to perform the presidency for the public, his inability to go to the public directly and make his case, has weakened his behind closed doors presidency, that the two things do operate together.

They’re part of the various levers and mechanisms the president can use to try to achieve their party’s agenda. And it has likely harmed Biden, that he cannot simply go to the American public and make a forthright and persuasive case about inflation to help create a story for Americans to understand why we’ve had this inflation and what his administration is doing.

So going back some years, the Times/Siena Poll has had this question, “Do you think Joe Biden is too old to be an effective president?” In 2020, it was around 35 percent percent of people did. Really all year in 2024, and I don’t think it was that different in 2023, most people, supermajorities, 69 percent, 70 percent have said he is too old to be an effective president. It’s actually sounding to me like you also think that, if I’m reading you right. But tell me if I’m not. So, if that’s true, isn’t that reason enough to not run him?

I think that is an interesting way of posing the question. Because the idea that there is someone who can or cannot choose to run Joe Biden for president, I think, is not the case. We don’t live in a party system where political parties have that kind of control of authority or authority over the people that they nominate for the office of the presidency. The only person who can determine whether or not Joe Biden ran again this year was Joe Biden. And his decision more or less shaped the rest of how the Democratic Party responded.

And if Joe Biden doesn’t think he’s too infirm, then that’s sort of settles the question as far as the Democratic Party is concerned. If I back up a bit here — I think part of my intervention into this conversation has been to just insist on thinking this through within the political system that we have, and not the one that we want or the one that we imagine we have. Maybe I think he’s too old, most Americans think he’s too old, but those aren’t really the relevant actors in terms of the decision of whether a president is going to stand for reelection.

So it’s actually something I’ve really appreciated about your commentary on this. You’re, I think it’s fair to say, sort of an institutionalist. Right? I think you take seriously the institutions of American politics. And I think of myself as that kind of commentator as well. And so it’s been interesting to me where we diverge.

But one place is on this question of the power of the party. We don’t live in the strong party system of Martin Van Buren, but we do live in a system where parties are there and matter. And I’ve personally been surprised by both the fatalism people felt about this but also the rapid emergence of party pressure after the debate.

So it’s true that only Joe Biden really, at this point, can decide whether he runs again or does not. But do you really think he’s not affected by the signals coming from the rest of the party?

So I think it was meaningful when members of the House, like Doggett and Grijalva, began coming out and saying he should not run again. Right? That seemed to me to be an important crack. You’re seeing a lot of leaks from his team in a way we haven’t seen before. There’s a lot more internal administration leaking. I think you should understand that, in a way, is a party action. The donors who are moving Biden has, according to Times reporting, been telling some allies that he recognizes he only has a number of days, a number of weeks in which to save his candidacy.

I think in a way you have to have a very low opinion of Joe Biden to say that if key purple state governors and senators and House members are saying he shouldn’t do this and the donors are fleeing, that that’s not going to enter his calculations, that he’s just going to kind pull forward on this, no matter how unlikely a victory looks for him or no matter what his poll numbers look like.

All of that pressure is informal, we’ll say. Right? It’s signals sent to both allies, to the public, to everyone sort of involved. But in the way that the Republican Party of 1872, they could have actually taken specific and concrete measures to remove Ulysses S. Grant from the ticket and nominate someone else, that kind of power doesn’t exist anymore within a political party. And so for as much as there is this real pressure coming from various actors within the Democratic Party and those aligned with the Democratic Party, to my mind that’s almost as much vindication of like, the observation that the parties are just too weak to be able to exert that kind of influence on the president.

Now, do I think that Joe Biden, if the call for him to leave the race were to go — right now, it’s sort of like a growl. If it were to become a roar, do I think that he is going to ignore that? I don’t think so. I think he is too tied in to the Democratic Party as his identity at this point. He’s too committed to his relationship to this institution to completely disregard that. But my main point is that it’s still his decision.

And that’s why so much of this reporting is sort of, what is his family saying? What is his closest associates saying? Because they have as much weight as a purple state governor does, for good or ill. Right? From my perspective, this is bad. From my perspective, it would be a good thing if American political parties were such that after the debate Democratic Party elites, the bosses, could get together and say, OK, we’re not going to run this guy. And he had no choice in the matter. But that’s not the world we live in.

Do you think a Biden ticket or a Harris ticket is a stronger ticket for Democrats in November?

Man, Ezra, you’re putting me right on the spot. [LAUGHS]

Listen, man. You can’t make all these good arguments and then — you know? [LAUGHS] OK, and I’ll answer it, too. You can push this back at me. I’m happy to put myself on the chopping block, too.

OK. To the extent that Biden’s presence on the ticket is undermining party unity in a real and serious way, I think a Harris-led ticket is stronger. That’s sort of making the assumption that Harris is able to bring the entire Democratic Party, elected officials, donors, affiliated groups, affiliated individuals in the press, all that stuff right behind her, unified. Then I think that is a stronger ticket.

I think that if Harris is at the top, she will have a vice-presidential nominee. And the choice of nominee also provides opportunities to send a message, to make a kind of electoral case that I think could be advantageous to the Democratic Party and can sell this image of this is not a radical ticket, this is not a ticket that’s reaching out to transform America. This is a ticket of two moderate politicians who want to stop Donald Trump and want to bring along as many Americans as possible. So assuming unity, I think a Harris ticket is probably stronger. And what polling has at the very least suggests that it’s no worse.

I could give you my case for an open convention and have you poke holes in it. Or do you want to tell me your case against it and we can go the other way? What sounds more enjoyable to you?

How about I just give my case against it?

I don’t think the argument that has been put out there by some observers, that you could remove Biden with no particular incident in terms of his political hit to the Democratic Party, and then have an ad hoc process at the convention — I think that the downside risks of that are actually like very high.

The odds that you get a chaotic, contested convention, a convention process that, for one, isn’t really designed for what I think people imagine happening here — the odds that you get that, that maybe even is inconclusive is, I think, a way worse outcome than just having Biden at the top of the ticket.

The delegates to conventions, if you go on a very micro level, these are not party bosses. This is not 1944, when you have the boss of Saint Louis on the floor hassling people to get Truman on the ticket.

This is not a party convention, even in 1960 or 1964, where you have party bosses, and people who represent constituencies and interests and votes on the floor, hassling people, making deals, trading that kind of thing. That doesn’t exist anymore. It’s some elected officials, but it’s a lot of just ordinary people who are dedicated volunteers in their local parties, their state parties. And they are — they go on behalf of a candidate.

And so I think this is important to emphasize because — no offense to any of these people, they’re all great. I’ve been to conventions. I’ve talked to people who go. They’re wonderful people who are really engaged in the day to day of American democracy. And I have a lot of respect for them.

But I don’t think there are people equipped to do the high stakes negotiating that comes with choosing a presidential nominee. And I think that putting that kind of weight on the process as it actually exists is not going to lend itself well to a kind of orderly or even sort of only temporarily chaotic decision making that I think people want. I think what’s more likely to happen is confusion and disarray in a way that does harm the Democratic ticket.

The alternative to that, which is Biden steps down from his campaign and his vice president takes the reins as the nominee of the Democratic Party, I still think has some risks — it’s sort of unclear how Kamala Harris will be perceived by the general public — but I think has the advantage of — because she was elected vice president, because she is his constitutional successor if he were to leave the presidency — all that kind of like puts pressure in favor of everyone can kind of get behind this and be unified.

If I had to summarize my view of the risk here, it’s that more the Democratic Party is perceived to be ununified and in disarray, to use a cliché, the more dangerous that is for the party’s November chances. One thing I do think — well, two things I think are not taken seriously enough is simply just what the Republican message is going to be here if there is any kind of disarray, even if Biden is — even if you get the best possible scenario here, if Biden steps down and you get Harris or whomever and everyone’s united behind them, the Democratic Party is ready to go, I think the message from the Republicans that first, Trump is so dominant that he forced the president out of the race and second, that can you trust these people to run the country, I think those are two potent messages. And it would take a lot of work to push back on them with success.

And so I think where I am at this moment post-debate is actually quite agnostic about whether Biden should step down or not. But if that’s the choice, people are going to make, I’m urging everyone to take the practical stuff very seriously. Do not think of this as, oh, he’ll be gone and everything will be magically better. Maybe you raise your odds from where they are, but there’ll be a whole new set of challenges to tackle once you take that step. And be prepared to tackle them and not be caught flat footed by them.

The critique I would make of the Democratic Party with Biden over the past couple of years has been that they’ve been playing it safe in a way that I think was predictable but proved to be playing it very unsafe. And the way they were doing this was by denying themselves information. There was no competitive primary. The thinking there made some sense.

A competitive primary will weaken an incumbent president. That’s typically something that happens to incumbents who are going to lose. So I understand why you don’t want that.

At the same time, he wasn’t doing tough interviews. He wasn’t giving press conferences. He was skipping the Super Bowl interview. We had no information about how this guy would perform in public, under pressure, in uncontrollable situations. And again, just at his age, for anybody, that would be a thing worth finding out.

And then they put this June debate on the board thinking that he’s going to perform really well and it’s going to really help them in the campaign. And it actually turns out he cannot perform under the lights. And the argument I would make for some kind of open convention over some kind of coronation is that the Democratic Party just needs information it doesn’t have.

I think Harris is underrated. But I don’t know if you want to be reductive and put candidate quality on a 1 to 10 scale. If you say she’s currently viewed as a 5 — which I’m not saying is true, just for the sake of argument — she could be underrated and be a 6 or underrated and be a 9, and those are very, very, very different conditions.

You want to the extent you can, how all these people seem when they really have to perform under high levels of pressure and really have to introduce themselves in an intensive way to the American people. And I think the Democratic Party has become a very orderly party, unlike the Republicans who keep knocking out their speakers and primarying themselves. The Democrats don’t like chaos. But sometimes it seems to me need disorder to surface information. And if Democrats want to win in November and also want to pick somebody they’re excited about, they need as much information as they can get.

I think that’s a really powerful case for a convention of some sort to determine the nominee. And this idea that the Democratic Party has been quite orderly is compelling. When I think about discontent with the Democratic Party, especially among younger voters, I do think there’s a sense that sort of it’s completely calcified and that there’s not really much one can do to create different outcomes within it. And so if a convention process would help push back on that, I think that might be beneficial to the Democratic Party. See, I’ll be frank with you, Ezra. There is a mode of thinking and writing about politics that looks at it purely in terms of entertainment, and I just find that so distasteful. And so I’ve seen arguments for — and this is not an argument you’ve made at all. But I’ve seen arguments for conventions sort of like they’re like, oh, it’d be entertaining. It’d be an exciting thing to see. And I’m just sort of like, this is choosing the nominee to be President of the United States. Like, what?

But at the same time, I have made the argument that part of what is harming the Democratic Party and its political strategy is that it does not do enough — and I think this echoes you here — to create the conditions for getting earned media, to put it very mechanically, but to create splashes, to do things that draw attention and that refocus attention on it and its priorities, and so on and so forth. And so knowing that I’ve made that argument, it does stand kind of in tension with my distaste for the idea of a convention.

And I think I have to concede here that, yeah, if you can have some combination of orderly with enough performed disorder, that could be a political asset for a Democratic Party that needs to not just energize its own voters, but show the broader public that there’s energy there. In addition to one thing this might be valuable for is allowing Democrats to put forth what their vision for the country ought to be, what the vision for the country is, which I’ve been struck by how little of that we’ve gotten in this campaign thus far. What exactly does the Democratic Party want the United States to look like four years hence?

I think you’re right, actually, that it is a bit distasteful. I have in me a certain respect for the systems where the way the leader of the party is chosen is by the people who know the leader of that party really well, the sort of more parliamentary systems. But given the one we’re in, this question of what is your theory of attention, I think, ends up being really important.

And one of the things that I think they’ve been struggling with, the Democrats, this year is that their theory of attention in 2020 and 2024 was the same, which was let Donald Trump control the attention and let Donald Trump be the media strategy. And in 2020, the idea was if everybody’s thinking about Donald Trump, well, they don’t like Donald Trump. So if they’re thinking about Donald Trump, they’re going to vote for Joe Biden, which at a critical level proved true.

And in 2024, that was their theory of it again. Biden’s campaign, over and over, made the case that presidential approval ratings and presidential vote were going to decouple here because you didn’t really need to Joe Biden to vote against Donald Trump. But the problem they faced is that as Donald Trump has again sort of absorbed the attention — and not in ways you would necessarily think are positive for him, in the news every day for, you know, criminal cases — it hasn’t seemed to hurt him. He’s polling better than he ever has before. And Biden has not been effective at retaking attention for his initiatives or for his policies, or for his vision.

Then the debate happens, which is supposed to be this moment of people coming face to face with Donald Trump in this deeper way, and they come out feeling better about Donald Trump and worse about Joe Biden. So on the one hand, I think I emotionally am more where you are on this. I don’t prefer this as a way of picking presidents. And on the other hand, I think one thing Democrats need to understand as a problem for them right now is they had a theory of attention, which is let Donald Trump take it and repel the electorate. And that theory is failing. And they need some other theory.

But I don’t understand. I actually myself do not understand what the alternative theory of attention under Joe Biden would be. Whereas I think sort of an argument for all the other candidates, Harris on down, is that we don’t know how it would play out, but all of them would change the intentional dynamics of the election. If Biden stepped aside tomorrow, Donald Trump would spend the next two months trying desperately to break into a news cycle.

I think that’s right. Simply standing back and letting Trump drown is not a viable strategy. Right? This is the thing that Democrats have been struggling with the past couple of years as well, that just they get no credit for anything. There’s a perception that the Biden administration has just not done anything in office. And I think that owes itself a lot to the fact that the administration — although it’s not like they’re not holding events and they’re doing all sorts of things, but they don’t really break through into the public consciousness in a way that would at least remind people, tell people that things are happening.

I think [LAUGHS]: when the IRS announced that it had collected $300 billion from tax cheats — $300 billion in taxes that had gone unpaid, I’ll be fair — then I think Biden should have had a press conference where he presented to the American people with a $300 billion check. I think that would have been silly, but it would have created some attention and would have grabbed the imagination a little bit.

Yeah. They don’t have real showman instincts over there right now —

— I think for part of the reason you describe, a sense of distaste for it. I’ve heard reporting that there were discussions around the stimulus, the Covid stimulus, when Biden was in office, that they should try to do more of what Donald Trump did and send these checks that really emphasized that Biden was president, and Joe Biden himself was personally sending you a check, and that Biden himself did not like that idea, that he felt that was a bit unseemly.

And morally and ethically, I am with him on that. And politically, I am not with him on that. Because we’re at the risk of now, I think, too much agreement. Let me have us pick into ways that the open convention could go wrong. And one that you’ve spoken about, one that others have spoken about, is what if it ends up feeling illegitimate? Either who chose is illegitimate or who they chose is illegitimate. They didn’t end up choosing Kamala Harris and people are pissed, maybe. Maybe young voters. Maybe it’s Black voters. Talk me through some of the things that actually could go wrong, that the Democratic Party, if it goes in this direction, is going to need to think very carefully about how to manage.

Yeah. I think that, to me, is the big — as I’ve said before, that is the big risk that the outcome out of there is perceived as illegitimate, and perceived as illegitimate because it basically sidelines Kamala Harris. I don’t think one should take lightly the fact that she was on the ticket. She was the voters’ designated choice — 81 million voters’ designated choice for who should take over in the event that Biden was no longer able to. And that is real Democratic legitimacy. It may not be the same kind that you get through a party primary, but it is real legitimacy that no other candidate would have.

And so I do think that a process that produced someone other than Harris runs the risk of — I’m not saying angering all Black voters or anything, nothing like that. But it is undoubtedly true that Harris is on the ticket, in part, because she does represent Biden’s close alliance with many Black voters in the Democratic Party who delivered him the nomination in 2020. And sidelining her and muscling her out, however you want to put it, could be quite alienating. And I think people would be asking legitimate questions about why. Essentially, why are you having this process when the vice president is right there? And you’d really be relying on discontented Democrats to just fall in line. And I don’t think you want that. I don’t think you want discontented Democrats to just fall in line. I think you want everyone to be enthusiastic about the choice.

What is your explanation and assessment of why the Washington political view of Harris fell so much between 2020, when she gets named to the ticket and doesn’t perform badly in the election or anything, doesn’t have huge mistakes, or gaffes, or problems, and January 2024? What happened in the sentiment around Harris? And do you think it was fair?

I find this very interesting, you might even say strange, because you’re right. During the 2020 campaign, Harris does not perform poorly. She performs pretty well. She performs basically what you would expect a capable, confident vice presidential nominee to perform. She’s doesn’t take away from the ticket, does not harm the ticket, and is an able surrogate for Joe Biden.

It’s true that her primary campaign came to a premature end. But I don’t see that — I’ve encountered many people who see that as dispositive of her political skills, that she didn’t make it into voting, therefore, she’s bad at politics. But if that’s going to be our measure of whether or not someone is good at politics, then how did Joe Biden become president? Right?

Yeah, exactly. How was Joe Biden’s 2008 campaign?

Right. How was his 1988 campaign?

I find this so weird, like this unbelievable memory hauling of Joe Biden’s ‘08 campaign, which got nowhere in the primaries.

It got actually nowhere.

But he’s still a good vice president and a good 2020 candidate.

And if you want to go down the list of the people who’ve been president over the last 40 years, Reagan did have a pretty strong ‘76 campaign, but he ended up losing. H.W. Bush, lost his 1980 primary and was by no means an inspiring figure. This measure of political skills as being solely tied to your performance in a presidential primary, I just don’t think holds up.

Now, since she became vice president, there were these early stories about her office, about disorganization or conflict. Those have subsided. And it really, by all appearances, seems that the office is run very smoothly, very tightly, that she’s been an able ally to Biden over the last year and a half or so since really the Supreme Court’s ruling in Dobbs. She’s been on the stump speaking on abortion rights and has been very good at this. If you’re looking at just like the evidence, it’s like, there’s no evidence that Kamala Harris is some uniquely bad politician. The other data point people will point to is her 2010 race for California Attorney General. But she ran in the worst year for Democrats of the 21st century so far against the L.A. district attorney.

So it’s sort of like, I don’t know. Did you underperform the state ticket? Yeah. Does that tell us much when the following cycle she performed just as well as the rest of the ticket? I don’t know if it does. OK. So having said all of that, my sense of why people are nervous about Kamala Harris is a couple of things.

The first is that during her 2020 campaign, or at least during 2019, she seemed to display some of the instinct that has hurt Democrats in the past, which is being a little too afraid of just forthrightly putting out what her vision of the country is, and sort of putting out these piecemeal, neoliberal-y policy proposals, which just don’t fire anyone up and seem to display bad instincts. I think she’s pretty good on the stump but — how do I put this — she’s a little corny as a politician goes. I don’t think this is a bad thing.

I like corniness. I feel like politicians who win are corny, typically. Everybody loves cringe. That’s why it’s cringe. [LAUGHS]

Ezra, this is exactly right. But I think that that rubs off, at least on some people, the wrong way. And then, this is not last or least, the fact that she’s a Black woman. Right? And I feel like this is the unspoken thing in all of this, and that no one wants to just say outright, we think that a Black woman would not be able to win a national election. And I would prefer that if folks do think that, that you should just say it and so we can debate that and think that through openly. But I do think that’s behind some of the nervousness.

My own view is that, in an election cycle where there’s a lot of discontent and people are looking for something new, I don’t think that that’s a debility for a Harris ticket. Not saying that this is going to necessarily drive tons of people to the Democratic ticket, but it is a true novelty that might be more asset than liability. But I do think that race and gender are lurking here. The last Democrat to lose to Donald Trump was a woman, Hillary Clinton, and there is fear of repeating that with another woman and with a Black woman in particular.

I agree with you that that is a huge part of what people are actually debating here without often saying it aloud. And the way I would frame it — and I’d be curious if this framing resonates for you — is that Harris was both helped and then wounded by a fairly rapid change in the Democratic Party’s theory of politics that happened between 2020 and 2024.

When she’s picked for the ticket, it’s the post-George Floyd moment. There’s a sense that the Democratic Party is this rising, multiethnic demographic play. The demographic lines, you could just look at them on a chart and the multiethnic coalition was rising. And then there was this sort of whole backlash to wokeism or what gets called wokeism, and backlash to this sort of moment in politics. And Harris, who I think was in part for the Biden campaign, a way of having someone on the ticket who could represent that moment and also be sort of a bridge that Biden would build to the next part of the Democratic Party and she could take the baton, to mix a metaphor.

That’s no longer really believed. Harris’s pick is part of a theory of politics that did not quite work out. And now, explicitly or implicitly, the view in the Democratic Party is you run moderate white people from Wisconsin, Pennsylvania, Michigan, Arizona, that kind of thing, or really extraordinarily, talented politicians like an Obama, or people sometimes talk about a Warnock. But the thing that propelled her in the first place has ceased to be the dominant theory of politics in the party.

I think that’s a really astute analysis of what has happened with Harris, and I think I agree with it. I think that especially Trump’s performance with Black and Latino voters after 2020 really spooked Democrats quite a bit. And there’s been this ongoing conversation about what to do about that, how to address that. So if you’re going to make a case for Harris, given what the theory of winning appears to be, I think that, first of all, you have to recognize that running moderate whites has not been a perfect solution for winning in the Biden years thus far.

Not every candidate who fits that bill has won. Candidates who do not fit that bill have won. We just mentioned Warnock. He’s a great talent as well, but it’s still quite extraordinary that he is one of the senators from Georgia right now. So this is for listeners who may be more on the left. I feel like they’re not going to want to hear this.

But one of the criticisms of Harris from the left has always been about the fact that she has this criminal justice background. She was prosecutor, attorney general, quite carceral in her thinking, all those sorts of things. And to my mind, that has always been kind of her great political asset. Her having been the chief law enforcement officer of California is a political asset when it comes to reaching out to moderate voters.

And it’s not hard at all to think of a message for the Harris campaign in the wake of Dobbs that is all about speaking forthrightly about the consequences of Dobbs for violence against women. All that stuff is like — those are real political assets for Harris. I’m not sure how you counteract the feeling that moderate white candidates are sort of your best bet. I’d only observe that politics is just not that mechanistic. You know? You know this, that things can be very unpredictable. I agree with this.

People have their intuitions, and they should not disregard their intuitions. But things can work out in practice that you wouldn’t have imagined actually working out in your theories. That, I think, is some of the story of Joe Biden. Again, Biden having been in politics for so long and being such an old hand, I think, obscures how genuinely strange it is that he became president. That a guy who, although well loved by Democrats, well liked, well respected, at the twilight of his career, doing something that’s genuinely difficult in American politics, which is defeating an incumbent president, unlikely.

And I think it’s important to take seriously that unlikely things, things that seem unlikely, happen quite frequently in politics. And so maybe it’s the case that Kamala Harris is — her gender and her race are these insurmountable obstacles for her. But who knows. This is not something I think we can actually predict. And I think that as a politician, Harris has enough assets, and if the Democratic Party does unite behind her, that there’s no reason she couldn’t win.

So Jim Clyburn, the Congressman from South Carolina, co-chair of Joe Biden’s 2024 campaign, he’s been very clear that he supports Biden, that if Biden drops out, he supports Harris. But he was asked about this on CNN. And I want to play his comments to you because I thought they were actually pretty important.

And so you can actually fashion the process that’s already in place to make it a mini primary. And I would support that, absolutely. We can’t close that down and we still open up everything for the general election. And I think that Kamala Harris would acquit herself very well in that kind of a process, but that it would be fair to everybody — so all of the other governors who may be interested, and there are some that I would be interested in hearing from, as well.

Because if she were to be the nominee, we need to have a running mate, and they need a strong running mate. And so all of this will give us a good opportunity not just to measure up who would be good to be at the top of the ticket, but also who would be best in second place.

So what I understand him is saying there — and he talks at different points in this interview about other pieces of it — is that the D,N.C. could create what he calls a mini primary. There could be town halls. There could be interviews on CNN and MSNBC or who knows, Fox News, the network news shows. They could do all kinds of things — debates, I mean, the D.N.C. runs debates and knows how to do that.

But his argument is that you could build something that would give people information beforehand. Then we could see who’s doing how well in the polls. We could see who’s getting which kinds of endorsements. Then, obviously, you’d actually hit the real convention and there’d be these big speeches, and that if you did that, on the one hand, if Harris is going to win, it would make that win feel fair and legitimate. She would have beaten these other contenders. She’d have a good idea of who would be good in the number two slot for her. And, presumably, even if she doesn’t, then at least there’s been a real process. What do you think of that?

You know what? That sounds OK to me. [LAUGHS]

Let it not be said that I won’t change my mind. That sounds totally reasonable to me.

What are we going to do for the rest of this podcast then, man? [LAUGHS]

If the desire here is to be fair, and give everyone a fair shake, and not create the sense that it’s just a done decision by a handful of party elites — which, as I suggested before, I have no particular problem with — then I think that makes a lot of sense, especially if — one of the arguments I’ve made is that I think, because the Democratic coalition, there are fractures in it. Right? And so a process that risks creating disunity, that will not be settled during the course of the campaign or will likely not be settled in the course of campaign, I think, is one where people should tread lightly.

Even if I think Clyburns idea has real merit to it, that is always the application, I’m not sure how you navigate it. I’m not sure how democrats — if this were to happen, if you were to have this open process and let’s say Harris performs great. Let’s say it turns out she’s like, an eight, in terms of political skill, just a totally — and yet, nervous Democrats go for a white candidate who just isn’t as skilled on the stump, maybe seem like they might be but turns out not quite as good as you would have liked. If that happens, that’s a real problem. And I’m not sure how you resolve that.

It’s a real problem, especially given the larger context in which it’s happening, which is the Supreme Court going after affirmative action, the attacks on D.E.I. It would feel like the Democratic party basically recapitulating things happening nationwide in political life.

I think this question of irresolvable discontent is a really profound one for this election. Because when I think about the different pathways here, I see a real risk of it in all of them.

If Joe Biden keeps running, despite all of these calls for him to step aside, despite 75 percent of voters saying he’s too old for the job — if the party closes ranks around him, which as much discontent as there is right now in private — relatively few elected Democrats have come out for him to step aside — and he loses, I think the fury is going to be actually quite overwhelming.

I think people aren’t prepared for what a breach that will be between the party and its base. The anger I get right now in my own email of Democrats who feel they’re being gaslit by their party, you being told this was 90 minutes versus three and a half years or a whole career, they’re furious about it.

So if the party runs Biden, I think there’s this issue of discontent because how could you do this? Right? Everybody can see this is going to go badly. If the party coalesces around Harris really rapidly, I could imagine discontent from people who feel, look, we never got a chance to vote on her. I don’t think she’s a strong candidate. Right? She was not able to answer these questions people had about her. And then, if she loses, I think that will really explode, too.

And then, as you say, there’s the open convention version of discontent, which is that the open convention doesn’t feel legitimate to people.

Managing the possibility for maybe not schism, but anger and a feeling that we were not listened to in every one of the past Democrats have now seems really quite tricky to me.

I think you’re right to sense the real danger within the Democratic Party of a fundamental crack up. And part of what has been interesting about Biden, the choice of Biden and the Biden presidency, is that it has, I wouldn’t say papered over divisions within the Democratic Party. But sort of the desire to get Trump out and to keep Trump away has, through Biden, really kept rival factions, wings of the party, kind of at bay.

But this situation has the real possibility of tearing the whole thing apart. I think you’re right, that if Biden stays in and loses, that’s going to be a kind of injury to the Democratic Party from which I’m not sure it could actually recover. That feels like the kind of thing that just tears a political party apart straightforwardly. Maybe it didn’t happen at the ‘68 — of the Democratic Party that emerges out of ‘68 is — and out of Nixon’s victory is much changed and has significant divisions. But this feels on that order at the very least.

And then, if he does drop out, whoever is chosen, if they lose, that’s a whole other set of recriminations. It’s just a bad situation. I don’t know. This is where I’m finding myself, as a political observer. It’s an unprecedented, terrible situation. In some other world, Joe Biden is 15 years younger and this isn’t an issue. But in this world, he isn’t.

And so there are a bunch of suboptimal choices. As we’ve been discussing, I’m skeptical of the open convention thing. But there’s downsides to just going, as you mentioned, just going straight ahead with Harris, even though there may be the least there. There’s real downsides and issues there, separate and apart from however her performance might be in a general election. And there are obvious downsides with sticking with Biden.

And I think what makes this so hard and so contentious is that there’s no clear answer. You’re really just making a leap of faith here. You just sort of have to make a decision and then, you know, stick with that decision.

And I’m trying to think of that line Slim Charles has on “The Wire” about going to war on a lie. This wouldn’t be going to war on a lie. But once you’ve committed, then you’re committed. You have to stay it through. You have to carry it through. I think that’s the situation Democrats are in.

You’re a history guy. Do you find there to be something eerie this year about the Democratic convention being in Chicago, the possible first serious, even open convention since the 1968 Democratic Convention in Chicago that was such a catastrophe in a year when the sitting president decided not to run again, that it led to the end of open conventions in the modern era? Isn’t there something strange about the location that this might all play out?

Yeah. No, it’s eerie. It’s weird. It’s very strange that we are — we’re not recapitulating 1968. It’s a very different world, a very different set of situations, very different political party. And yet there are these echoes. There are these vibrations, you might say, that are weighing on the situation — an unpopular war abroad, a divisive incumbent president, who may very well be declining to stand for re-election, a contentious, perhaps convention, a vice president that people are very suspicious about and uncertain of. All of these elements are there, and it’s very strange.

And I have no great, grand historical insight here other than to say, it’s really weird. It’s really strange. And the comfort we should all take is that history does not actually repeat itself. The past is the past. And whatever happens at this Chicago in 2024 is going to be shaped by the particular dynamics and forces at work in this political environment, in this world.

I think that’s a good place to end. Always our final question — what are three books you’d recommend to the audience?

Since I just sort of alluded to Hubert Humphrey, Johnson’s Vice President in ‘68, I’m going to recommend first a great book, “Into the Bright Sunshine: Young Hubert Humphrey and the Fight for Civil Rights.” It’s by Samuel g. Freedman, and it is basically a biography of Hubert Humphrey up until the 1948 Democratic convention, when he maneuvers with the Americans for Democratic Action to put a civil rights plank — a strong civil rights plank into the Democratic Party platform in the ‘48 convention.

This is one of the real pivotal moments of American political history. And the book kind of details the kind of changes happening in especially American cities, within Democratic politics, through the New Deal, into World War II, that kind of produce both a style of liberalism that Humphrey exemplifies, an activist movement exemplified at the time by A. Philip Randolph and other figures, and how this comes together to produce this major change that fractures the Democratic Party at the time but ends up transforming American politics. Great book. You’ll come away with real appreciation for Humphrey. I did. So there’s that.

A second book is “Wide Awake: The Forgotten Force That Elected Lincoln and Spurred the Civil War.” This is about the Wide Awakes, a kind of quasi-military force of young men who were ardent Lincoln partisans in the 1860 election. It’s a book very much about the Republican Party of that era and its sort of partisan — the Republican Party as a partisan organization, as a party. And it’s by Jon Grinspan, and it’s a lot of fun to read. And if you, like me, are just a fan of 19th century American politics, you will enjoy this book.

And then, for a third book, this is a little, I’d say, left field of these two books, which are — these two previous books, which are very much about party politics. But I read Steven Hahn, a historian, his new book, “Illiberal America,” which stretches back to America’s — the country’s colonial origins to the present, to think through the illiberal political tradition in American life. It’s wide ranging, and very interesting, and worth reading.

Jamelle Bouie, thank you very much.

Thank you. [MUSIC PLAYING]

This episode of “The Ezra Klein Show” is produced by Elias Isquith. Fact checking by Michelle Harris, with Kate Sinclair and Mary Marge Locker. Our senior engineer is Jeff Geld, with additional mixing by Aman Sahota. Our senior editor is Claire Gordon.

The show’s production team also includes Annie Galvin, Rollin Hu and Kristin Lin. We have original music by Isaac Jones, audience strategy by Kristina Samulewski and Shannon Busta. The executive producer of New York Times Opinion Audio is Annie-Rose Strasser. And special thanks to Sonia Herrero.

EZRA KLEIN: From New York Times Opinion, this is “The Ezra Klein Show.”

We are having trouble retrieving the article content.

Please enable JavaScript in your browser settings.

Thank you for your patience while we verify access. If you are in Reader mode please exit and  log into  your Times account, or  subscribe  for all of The Times.

Thank you for your patience while we verify access.

Already a subscriber?  Log in .

Want all of The Times?  Subscribe .

Advertisement