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

2. 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.

3. 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

4. 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

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

6. 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?”

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

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

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

10. 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

11. 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

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

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