Goodbye, Round Robin; Hello, Purposeful Oral Reading Reading Aloud With a Purpose

Problems With Round Robin Students pay attention only to the section they assume they will be assigned to read. Some students are nervous and uncomfortable with reading aloud. Students do not learn that adult reading for comprehension is silent reading.

Rapid Retrieval of Information Focus on the strategy of oral rereading to: Answer a question Prove a point Provide an example from the text Reading aloud should: Serve a purpose Follow silent reading Provide an alternative method for assessing comprehension of silent reading at various levels

Standard Process for RRI Prepare a list of tasks that the students listen and respond to one-by-one Students silently read the text in class right before the RRI activity begins Teacher presents the tasks orally one by one Students listen to the tasks, decide on the parts of the text they need to locate, and then read aloud to the whole class

Careful Attention to Question Tasks Require higher level thinking skills Involve knowledge of synonyms, antonyms, and parts of speech Demand ability to skim

Other Strategies Students keep “think books” “Everybody read to page 27, and open your think book, and write why you think Jessie left her mother’s wedding ring with grandmother when she went to America?”

Sticky Note Reading Students use sticky notes to mark what they find interesting, important, confusing, or personally relevant

Sticky Note Reading Whisper reading Students read simultaneously in a whisper voice while the teacher monitors and prompts with quick, quiet comments

Echo Reading The teacher reads first Students become an “echo” and read it back, trying to match the teacher’s emphasis, phrasing, and fluency

Partner Reading Pairs read silently and discuss using a reading study guide Reciprocal reading pairs take turns reading and ask each other a question Sticky note days Partners are given a limited number of sticky notes and decide together what is interesting, important, or confusing parts to mark

You Decide Day Partners decide how to read selecting from strategies previously taught and practiced Partners must justify their selection and evaluate the process in writing following the reading session While they are engaged in partner reading, the teacher works with small groups or individuals

All Oral Reading Must BE: Purposeful and authentic A model of fluent and proficient reading To share important information

All Oral Reading Must BE: To share scarce materials One-to-one for diagnostic purposes student to teacher Accompanied by appropriate listening etiquette