Alternatives to round robin reading Advice and ideas
Alternatives to round robin reading Advice and ideas from Good-Bye Round Robin 25 Effective Oral Reading Strategies by Michael Opitz and Timothy Rasinski
Contents • Use the pictures and hyperlinks to navigate the Power. Point. The Book shelf will always return • Guiding Assessment to this page. • Rationale for the continuum • Strategies to develop comprehension • Sharing and Performing • Helping Struggling Readers • Involving parents • Ideas I might want to run with
Rationale
Things any good reading teacher should strive to get students to do: • • • • Have a positive attitude towards reading. Read for a variety of reasons and a variety of text. Comprehension (reading: out loud and silently, listening) Increase vocabulary Use of language cues Predicting Forming mental images. Using prior knowledge Monitoring Inferring Expression Fluency Phrasing skimming
Reasons for using oral reading • It motivates students to improve their reading and to want to read. • To share or perform; provide meaning and purpose • To see how E. L. A. is related to speaking and everyday life. • To develop listening comprehension and vocabulary. • It helps students to develop: fluency, expression, correct phrasing, and appreciation. • It helps students whose first language isn’t English. • Build confidence and comprehension • Determine student’s reading strategies.
Why Round Robin isn’t the greatest… • Adults aren’t expected to read this way. It’s not true to real life. (following along, one after another, cold passages. ) • It can cause faulty reading habits. (Following along with a slow reader. ) • Inattentive behaviors • Aren’t given the opportunity to self-correct. • Very time consumptive. • Source of anxiety and embarrassment. • It can hamper listening comprehension.
Strategies to develop comprehension
Chart: Comprehension Strategies each activity can fulfill (Each green button is a hyperlink to the corresponding activity. ) Think aloud Key ideas X Selfquestioning X Summarizing X Inferring X Predicting X Imaging X Interpreting X Induced imagery X DLTA Look for the signs X X Say it like the characters X X Read to discover X X X X X Rapid Retrieval of information X X X
Determining Key/ Important Ideas • Might the important details change depending upon who is reading the information/what the reader’s purpose is?
Think Aloud Desciption: • Teacher selects a strategy (finding key ideas, selfquestioning, summarizing, inferring, predicting, interpreting, imaging) • Teacher reads the selection aloud and models. • In the following section the students are invited to try the strategy with the teacher. • Students practice in pairs • Students practice with silent reading. – Use a response sheet • Also try a reverse think aloud where the students stop you and ask you questions about your strategies and thinking.
Silent Think Aloud Response Sheet How did I do when reading? Name: Date: ____________ Title of selection: _____________________ Pages read: time read: _____________ Directions: Circle one (never sometimes a lot ) for each number. Fill in the example. 1. I made predictions… never Example: 2. I was able to form a picture in my mind… never Example: 3. I made connections… never Example: 4. I knew when I was having a problem… never Example: 5. I did something to fix my problem… never Example: sometimes a lot sometimes a lot
Induced Imagery • During teacher explanation focus on what you’re doing, why it is valuable and how to do it. • Allow for silent reading of the passage first, then read the passage aloud and have students compare mental images. • Can be done with whole class, small groups or pairs. • Alternatives: – You can also have students draw their mental images. – Have a student read one line of the description at a time and have students draw it piece by piece.
Directed Listening Thinking Activity • The teacher reads aloud, stopping at appropriate points along the way to engage students in an ongoing discussion. • Preview the text • Relate to student’s lives, make predictions etc • Teacher read aloud. Stop at designated points. Confirm or refute predictions. Form new questions. • Ask students to summarize the selection. • Teach students how to lead a DLTA and do it in groups.
Look for the Signs • Teacher chooses some sentences from a curriculum related/ familiar text that highlights punctuation. • Teacher reads a sentence twice. 1 st time monotone 2 nd with correct inflection. (or with two different inflections/phrasing etc. ) • Students choose the best reading. • Students practice. • Student study guide
Language Arts Punctuation and Signals Meanings Signal Comma What it Means A longer pause; placement affects meaning Period Needs a longer pause and tells the audience thought is complete. Question mark The reader must raise intonation at the end of the sentence. (Make the voice go higher. ) The reader must read with excitement, or deep emotion. Exclamation mark Underlined, enlarged, and/or bold/italics Need for special stress by the reader’s voice. Used to emphasize a specific part of the sentence. Combinations Used to show meaning. Example Morgan, my friend, is as tall as you. (talking about Morgan) Morgan, my friend is as tall as you. (talking to Morgan) Morgan is very tall? Morgan is very tall! Morgan is very tall. Can you think when each of these sentences might be used? Morgan is very tall and he is terrible at basketball. How many different ways can the same thought be shown using different text signals? My Example
Say it like the character • Have students read character dialogue silently first. • Note key words that may clue students into how the character might say something. • Ask students to silently reread. • Ask a student to read the passage aloud. • Ask- “What emotions were you trying to convey when you read? ” “What made you think you should have read it the way you did? ” • Alternative=lift sentences and ask students to read them with specific emotions.
Rapid Retrieval of Information • Students read text silently. • Teacher presents a specific reading task (questions) which requires students to use the information from the text to prove their answer. • Ask students to reread aloud the portions of the text which support their answers. • Suggestion=make it a game. • Note-this is based on skimming skills. Teach students how to skim text for important information.
Read to Discover • This is a variation of RRI. • Students skim text to find a specific answer to a prompt. • Prompts should use words that are from the text. • Allow time for silent reading of text first. • Children can read the prompt. • Have a signal for when students have found the answer. • Students read the sentence aloud which contains the answer.
Prompts Within the text Outside the text Author and reader Questions not explicitly stated “Think and search” questions, have supported built across several places within the text • “right there” questions. • • •
Sharing and Performing • Keep in mind: – Audience – Preparation • Both lead to meaning and confidence Name Who it’s great for Revised radio reading Those w/ low or high confidence; listening and vocabulary needs. Shared book experience and mentor reading Young children and as a tutoring skill in older students Choral reading It’s great in improving teambuilding and improving self confidence. Reader’s theatre Those who need practice with expression. Read around Poetry club
Revised Radio Reading • • • Teacher reads text and gives students an overview. In groups students rehearse their sections. – Open-ended discussion questions can also be prepared. Don’t let audience members use their books; let them practice their listening skills. This can be good for getting students with more proficient oral reading to help those still developing. The teacher can use groups and have an “announcer/DJ” who is more proficient. This student helps by reading useful vocabulary words first. – Ex: Announcer- “The eclipse is scheduled for…” • Commentator- “Don’t forget to wear your sunglasses during the eclipse. ” Students writing can be used as radio announcements. Let them select their lines once they gain experience with it.
Shared book experience • This is basically a read along. Use a point and read strategy. • Encourage the student to read aloud as many of the words as they recognize. • Personal questions are asked such as, “what did you like about this story? ”
Choral Reading • (Works wells with poems, historical documents (pledge of allegiance), etc. • Make the text visible to all students. • Teacher reads through it once, then the entire class, then sections. • Start out with larger group, then as students become more comfortable move to more individualized parts. • Practice over several days.
Mentor Reading • Works great between grades. • Takes place with two readers sitting side by side. • Mentors need to be trained in how to work and respond with partners. (Think shared reading format or echo reading. ) • It’s optimal in 10 -30 minutes increments. • Give opportunity for students to become comfortable with one another. • Call “time” when it’s time for students to talk and discuss their reading.
Reader’s Theater • The key is to find an appropriate text or script that lends itself to being read aloud. • It’s not a play, no blocking, and little props. • The teacher should provide an overview and divide students into groups, making sure each student gets at least one individual line. • Give time for preparation (silent and oral). • Focus on emotions, expression, fluency while reading. • After groups perform have audience members respond: let them draw what the scene would have looked like, descriptions of the main characters, etc. • Or have students perform for much older or younger groups. • Students could also write their own script or a turn a children’s book into a script.
Read Around • Have students look back through something they have previously read and find a sentence or a paragraph they would like to share (Preferably something commonly known. ) • Give time for quiet rehearsal. • Have students close their books until it is their turn. • Students take turns reading their sentences aloud. • Tell students they should be prepared to share why they chose that sentence. I. E. why it was important.
Poetry Club • Poetry is meant to be read aloud; so basically a poetry gets together to share and enjoy poems. • Allow students to choose a poem. • Give them ample time to practice reciting it so they can get it “just right”. • Ask for volunteers to perform their poems at designated times. • Students must perform a number of poems each month.
Helping Struggling Readers Oral Reading strategies Reading skills/strategies Read aloud Paired reading Recorded text Listening to children read Fluency development lesson Positive attitude/interest X X X X Comprehension (reading) Comprehension (listening) X X X Vocabulary X X X Use of language cues X Predicting X X X Forming images X X X expression X X X fluency X Monitoring and infering X phrasing X X X
ADVICE/notes • Not all books need to be read aloud by the teacher in their entirety. Just be sure to have plenty of copies for students who may want to continue the story. • A teacher can make his/her own recordings of books. Just be sure to remember to make cues for when to turn the page. – Students can also make recorded text (for the class, themselves, or younger grades). • A fluency development lesson is a combination of a read aloud, choral reading, listening to children read( they read), and reading performance. It is meant to be used four times a week.
Guiding Assessment • Help them learn to use strategies and exercise control over their cognitive actions. Questions Principles Using analysis Student self-evaluation
Questions for observations: • In effective assessment three questions must be asked: – What do I want to know? – Why do I want to know it? – How can I best discover it? • • Does the student read for meaning? What does the child do when meaning is not maintained? Which cues-syntactic, semantic, and/or graphophonic-does the child use when encountering an unknown word? Does the student read with a sense of meaning evident in expression and fluency? How well can the child recall or retell what was read? Is the child willing to talk bout the text with another person? How does the reader perceive their reading performance?
Principles for Oral reading assessment 1. Privacy-let them read aloud privately, let them read it to themselves first 2. Observe the child during the reading. 3. Trust yourself-if you feel they need to reread it, let them; let them read in different context
Using analysis Reader’s name: Title and pages: Date: Three important questions for each miscue: M=meaning: Does the miscue make sense? S=structure: does the sentence sound right? V=visual: Does the resemble the printed word? Student Text Cues used M S V
Student self-evaluation Name: Date Title of book Pages read Directions: 1. Read each statement. 2. Check the appropriate column. Statement I understood what I read. I tried to sound lust like the character so others could understand how the character was feeling/ thinking. I my volume suited the emotion of the character and was suitable for the audience. I read smoothly so that my voice would sound just like it does when I talk with a friend. I read just right-not too fast or too slow. Wow! Needs some work
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