Read to Someone and Listen to Reading

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Presentation transcript:

Read to Someone and Listen to Reading Daily Five

We need a definite purpose, a specific reason for listening, otherwise we don’t pay attention and don’t really hear or understand. -Robert Montgomery

Triple-A Listening Attitude- way of thinking Attention- sticking to the task at hand in spite of distractions Adjustment- fine-tuning Walter Park's How to Study in College, Fifth Ed.

Attitude- way of thinking + I can learn from the speaker. I don’t think he/she can teach me anything.

Attention- sticking to the task at hand in spite of distractions + I can focus on the message and learn. I can think about other things, but no one knows.

Adjustment- fine-tuning + I can change my behavior and focus. I don’t need to change my attitude or behavior.

Read to Someone increases: The volume of reading The level of attention to reading Reading motivation Fluency Reading rate Word-attack skills The love of reading

EEKK, Voice, Check Elbow to elbow, knee to knee Voice level whisper voice Check for Understanding “I heard you read …”

Independence How to choose books Choosing your own classroom spot How to choose a partner Coaching or time?

Ways to Share a Book I Read, You Read Choral Read Reading One Book Reading Different Books

Listen to Reading Book on tape, CD or computer Older reading buddies Adult volunteers

RCRR Read Read as much as you can cover with your hand. Cover Cover what you’ve read with your hand. Recall Think about what you just read. Retell Tell the main idea or summarize what you just read.

Making connections using our Schema Making connections using our prior knowledge That reminds me of . . . I’m remembering . . . I have a connection to . . . I have schema for . . . I can relate to . . .

Metacognition Thinking about our thinking I’m noticing . . . I’m thinking . . . I’m noticing . . . I’m wondering . . . I’m seeing . . . I’m feeling . . .

Inferring My guess is . . . Maybe . . . Perhaps . . . schema + evidence inference My guess is . . . Maybe . . . Perhaps . . . It could be that . . . This could mean . . . I predict . . . I infer . . .

Questions for Reflection … Compare the I-charts for Read to Self and Read to Someone. What similarities and differences do you notice? Gail and Joan note that many teachers do not like partner reading because it is noisy and/or difficult to manage. Do you like partner reading? Why or why not?

More questions … What strategies are you going to try for implementing partner reading in your classroom? If you currently have a partner reading program, what do you plan to revise or reteach in the program, based on what you’ve seen on the DVD?