1. Read to Someone and Listen to Reading
Daily Five

2. 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

3. 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.

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

5. 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.

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

7. 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

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

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

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

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

12. 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.

13. 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

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

15. 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

16. 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?

17. 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?