Post on 08-Feb-2016
description
Good-Bye Robin-Happy Retirement
Years of Service: over 150 years
Patti Gonzales & Mary Ellen Johnston Reading Coach & Intermediate Reading
May 21, 2011
Round robin reading from science, social studies, literature, reading basal and
chapter books
Students take turns reading parts of a text aloud while others are “following
along” in their text
What has been the number 1 – traditional oral reading strategy in the classroom for many years?
NO More Round Robin Reading
We want Round Robin and Popcorn Reading to just quietly disappear
These strategies severely limit student access to connected text. Plus, the interruptive nature of turn taking provides poor models of skilled reading (Allington, 1980).
Round Robin reading can damage students’ social and emotional growth (Ivey, 1999).
But why can’t we just do what we’ve always done?
Round Robin Oral Reading
Each child reads too little;engagement is low
Instructional time is wasted
Guided Oral Reading
Focus on oral readingperformance, less attention
to comprehension
Who Has Felt Like This?
Students are disengaged.
To Read in front of others
To develop confidence
To model good reading To use with lower groups
To check for understanding
To practice/monitor reading with punctuation, phrasing, fluency and expression
To make sure they are doing the reading
Didn’t know what else to do
Why did Robin stay in school for all these years?
ALTERNATIVES TO ROUND ROBIN
Independent Reading
Jigsaw Reading
Shared/Choral Reading
Echo Reading
Radio Reading
Partner Reading Read Alouds
Reading-While-Listening Guided Reading
ERT
Independent ReadingNON-THREATENING practice
Students silently read at their independent reading level-TEACHER confers with individual students
PROCEDURE:
Teacher provides a purpose for reading
Students select books to read independently
Teacher holds conferences with individual students to monitor fluency, accuracy and/or comprehension
Students record in reader’s response journals/or have book talks with their partners
Jigsaw StrategyEASY & EFFECTIVE way to involve all students
Increases instructional TIME ON TASK
PROCEDURE: Each student receives a portion of the material to be read and introduced
Students leave their "home" groups and meet in "expert" groups
Expert groups discuss the material and brainstorm ways to present their material to the other members of their “home” group
The “experts” return to their “home” groups to teach their portion of the
material and to learn from the other members of their “home” group
STAGE 1: Assign students each to a Home Group
Distilling the Steps into 3 Stages
STAGE 2: Assign the five students of each Home Group to a different
Expert/Research/Topic Group.
STAGE 3: Jigsaw ERT groups reconvene in original Home Group where each ERT
member educates their specialty to their Home Group.
STUDENTS WILL…
have the opportunity to teach themselves, which fosters depth of understanding. have practice in peer teaching, which requires a deeper level of understanding of their topic. contribute to a group discussion while developing an area of expertise within the overall project.
What do students gain by using the Jigsaw Strategy?
What do students gain by using the Jigsaw Strategy?
have an opportunity to demonstrate personal responsibility.
think creatively, devising new, differentiated ways of teaching and presenting material.
work towards sharpening their teamwork skills.
improve in their thinking, listening, speaking, and problem solving skills.
STUDENTS WILL…
Shared/Choral Reading
Group/ whole class reads ALOUD & TOGETHER from same selection
NON-THREATENING practice
PROCEDURE: http://www.youtube.com/watch?v=dnF8sYsmWo8
http://www.youtube.com/watch?v=LFRzl2Oe_Bs&feature=related
Orally read with students
Read at a fluent rate
Independent reading level of most students
ERT= Everyone Read To…..TEACHER sets a purpose for reading and assigns A SECTION of the text for all students to silently read to.
PROCEDURE:
Teacher sets a purpose for reading (question/skill)
Assigns a section of the text to read
When time is up, students share with their partner information obtained (turn and talk, think pair share)
Teacher observes partner sharing
Teacher shares information with group
Setting a purpose motivates and engages students
Echo ReadingTEACHER reads A SECTION ALOUD, then the students read the
same section TOGETHER ALOUDNON-THREATENING practice
PROCEDURE: http://www.youtube.com/watch?v=CLpEkMUqZJg
Teacher orally reads to students
Together students orally read the same section again
Repeat above procedures until selection is completed
Radio ReadingTEACHER assigns text to students to read, students present
to class
NON-THREATENING practice
PROCEDURE:
Teacher assigns reading
Students independently read assignment
Students transform text into a radio news announcement to provide relevant information
Students rehearse “news” announcement
Students present to class
Discuss announcement
Read Alouds
PROCEDURE:
Teacher introduces the text/ vocabulary
Teacher sets a purpose for the selected book
Teacher stops reading at selected points to “think aloud” and emphasize the focus point
Students turn and talk with their partner to “think aloud”
Teacher circulates group and “listens” in as partners talk
Teacher shares with the group information heard
TEACHER sets a purpose for reading students listen to reading and discuss “think alouds” with
partner
Partner ReadingEASY & EFFECTIVE way to involve all students
NON-THREATENING practice
PROCEDURE:
Assign students partners
Designate amount to read to partner
When an error is heard, have students use the “Ask, then Tell” procedure:
Ask “Can you figure out this word?”
Tell “The word is _________.”
“Read the sentence again.”
Partner Reading Variations
Side by Side- Reading to a PartnerStudents sit next to each other with one book between them. One partner reads
& points to the words; the other partner follows along. Students take turns reading a section.
Shoulder to Shoulder- Reading to a PartnerStudents sit facing opposite directions with shoulders aligned. Each partner has
a book. Students take turns reading a section.
Reading WITH a PartnerStudents sit side to side with one book between them. Both partners read at the
same time as partner one touches the words.
Establishing Partners
Avoid pairing highest and lowest skilled readers
Consider taking lowest readers into a small group for practice with the teacher
Establishing Partners1. Matt2. Jazmine3. Bobby4. Celisse5. Marsha6. Kris7. Sammy8. Jamie9. Orlando10. Miquel
11. Michael12. Andrea13. Eric14. Julie15. Amy16. Heidi17. Mary18. Harry19. Sarah20. Andrew
21. Sue22. Krystal23. Francis24. Angelica
Reading-While-ListeningTEACHER sets a purpose for reading student listens to a story on tape and follows along
‘Reading While Listening’ is an approach that allows the struggling reader to silently ‘rehearse’ a passage by first following along silently in the text while listening to the prerecorded story or passage.
PROCEDURE:
Teacher sets a purpose for readingStudent listens to and follows along silently in the textTo model fluency, phrasing, intonation and expression
Guided Reading Teacher scaffolds the students to process the text independently
with a focus on developing reading strategies
PROCEDURE: Teacher introduces text, vocabulary and access background knowledgeTeacher establishes a purpose for reading, makes predictionsStudents are engaged in the discussion of the bookTeacher assigns pages/ chapters/ whole book to be read independentlyTeacher listens to individual students orally readTeacher assigns an activity to be completed after reading (optional)
The purpose of guided reading is to meet the varying instructional needs of all the students in your class, enabling them to greatly expand their reading powers.
Guided Reading Fountas and Pinnell (p.189 – 191, 193).
establish a purpose for reading
make predictions
introduce vocabulary
Explore and access prior knowledge
help them attend to critical features of the text
anticipate the features that may be difficult
Make connections
When you introduce a text, you:
sample oral reading
Guide students
help students make analogies
record specific needs for later review
avoid constant interruption of the flow of reading
During reading, you:
Extending the Meaning of the TextExtending the Meaning of the Text
After ReadingAfter Reading
Sometimes you may want to ask students to write about the text or do some other activity designed to extend the understanding.
Compare and contrastanalyze charactersexplore concepts from different
perspectivesMake connectionsuse graphic organizersfurther readingdata gathering
Cooperative Learning Strategies:• Four Corners • Turn and Talk• Group investigation• Think Pair Share• Numbered Heads Together• Roundtable• Three step interview• Community Circle
• 3 things I learned
• 2 things I am going to try
• 1 thing I want to know more about
3-2-1 Reflection
Questions and Reflections
References
• Rasinski, Timothy and Opitz, Michael . “Good-Bye Round Robin.” “Twenty-five Effective Oral Reading Strategies.”
• Ash, G. W., Kuhn, M. R., & Walpole, S. "Analyzing 'inconsistencies' in practice: Teachers continued use of round robin reading." Reading and Writing Quarterly, 25 (2009): 87-103. doi: 10.1080/10573560802491257
• Rasinski, T. V. "A brief history of reading fluency." In S. J. Samuels & A. E. Farstrup (eds.) What research has to say about fluency instruction (pp. 4-23). International Reading Association: 2006.
• Aronson, Elliot. “The Jigsaw Classroom” – how the Jigsaw strategy works, and how to set up a Jigsaw task or classroom http:/www.jigsaw.org/
• Nichols, W.D., Rupley, W.H., & Rasinski, T. (2009). Fluency in learning to read for meaning: Going beyond repeated readings. Literacy Research and Instruction, 48(1), 1 13. doi: ‐10.1080/19388070802161906