If a teacher asked their students what thinking looks like, what would they say? Would they just look at the teacher quizzically? The question is challenging because thinking is largely an invisible endeavor, and developing thoughtful students can be a daunting task. However, the job of mathematics teachers is to develop students who think about and understand mathematics. NCTM's Learning Principle (NCTM 2000, pp. 20-21) underscores this challenge, indicating that students must be taught more than just facts and formulas. In this article, Emily Sliman describes how incorporating two thinking routines--Chalk Talk and Claim-Support-Question--into her classroom has been a small change that has elicited more explicit thinking from her students. A bibliography is included.