Good-Bye Robin-Happy Retirement

Years of Service: over 150 years

Patti Gonzales & Mary Ellen Johnston Reading Coach & Intermediate Reading

May 21, 2011

Round robin reading from science, social studies, literature, reading basal and

chapter books

Students take turns reading parts of a text aloud while others are “following

along” in their text

What has been the number 1 – traditional oral reading strategy in the classroom for many years?

NO More Round Robin Reading

We want Round Robin and Popcorn Reading to just quietly disappear

These strategies severely limit student access to connected text. Plus, the interruptive nature of turn taking provides poor models of skilled reading (Allington, 1980).

Round Robin reading can damage students’ social and emotional growth (Ivey, 1999).

But why can’t we just do what we’ve always done?

Round Robin Oral Reading

Each child reads too little;engagement is low

Instructional time is wasted

Guided Oral Reading

Focus on oral readingperformance, less attention

to comprehension

Who Has Felt Like This?

Students are disengaged.

To Read in front of others

To develop confidence

To model good reading To use with lower groups

To check for understanding

To practice/monitor reading with punctuation, phrasing, fluency and expression

To make sure they are doing the reading

Didn’t know what else to do

Why did Robin stay in school for all these years?

ALTERNATIVES TO ROUND ROBIN

Independent Reading

Jigsaw Reading

Shared/Choral Reading

Echo Reading

Radio Reading

Partner Reading Read Alouds

Reading-While-Listening Guided Reading

ERT

Independent ReadingNON-THREATENING practice

Students silently read at their independent reading level-TEACHER confers with individual students

PROCEDURE:

Teacher provides a purpose for reading

Students select books to read independently

Teacher holds conferences with individual students to monitor fluency, accuracy and/or comprehension

Students record in reader’s response journals/or have book talks with their partners

Jigsaw StrategyEASY & EFFECTIVE way to involve all students

Increases instructional TIME ON TASK

PROCEDURE: Each student receives a portion of the material to be read and introduced

Students leave their "home" groups and meet in "expert" groups

Expert groups discuss the material and brainstorm ways to present their material to the other members of their “home” group

The “experts” return to their “home” groups to teach their portion of the

material and to learn from the other members of their “home” group

STAGE 1: Assign students each to a Home Group

Distilling the Steps into 3 Stages

STAGE 2: Assign the five students of each Home Group to a different

Expert/Research/Topic Group.

STAGE 3: Jigsaw ERT groups reconvene in original Home Group where each ERT

member educates their specialty to their Home Group.

STUDENTS WILL…

have the opportunity to teach themselves, which fosters depth of understanding. have practice in peer teaching, which requires a deeper level of understanding of their topic. contribute to a group discussion while developing an area of expertise within the overall project.

What do students gain by using the Jigsaw Strategy?

What do students gain by using the Jigsaw Strategy?

have an opportunity to demonstrate personal responsibility.

think creatively, devising new, differentiated ways of teaching and presenting material.

work towards sharpening their teamwork skills.

improve in their thinking, listening, speaking, and problem solving skills.

STUDENTS WILL…

Shared/Choral Reading

Group/ whole class reads ALOUD & TOGETHER from same selection

NON-THREATENING practice

PROCEDURE: http://www.youtube.com/watch?v=dnF8sYsmWo8

http://www.youtube.com/watch?v=LFRzl2Oe_Bs&feature=related

Orally read with students

Read at a fluent rate

Independent reading level of most students

ERT= Everyone Read To…..TEACHER sets a purpose for reading and assigns A SECTION of the text for all students to silently read to.

PROCEDURE:

Teacher sets a purpose for reading (question/skill)

Assigns a section of the text to read

When time is up, students share with their partner information obtained (turn and talk, think pair share)

Teacher observes partner sharing

Teacher shares information with group

Setting a purpose motivates and engages students

Echo ReadingTEACHER reads A SECTION ALOUD, then the students read the

same section TOGETHER ALOUDNON-THREATENING practice

PROCEDURE: http://www.youtube.com/watch?v=CLpEkMUqZJg

Teacher orally reads to students

Together students orally read the same section again

Repeat above procedures until selection is completed

Radio ReadingTEACHER assigns text to students to read, students present

to class

NON-THREATENING practice

PROCEDURE:

Teacher assigns reading

Students independently read assignment

Students transform text into a radio news announcement to provide relevant information

Students rehearse “news” announcement

Students present to class

Discuss announcement

Read Alouds

PROCEDURE:

Teacher introduces the text/ vocabulary

Teacher sets a purpose for the selected book

Teacher stops reading at selected points to “think aloud” and emphasize the focus point

Students turn and talk with their partner to “think aloud”

Teacher circulates group and “listens” in as partners talk

Teacher shares with the group information heard

TEACHER sets a purpose for reading students listen to reading and discuss “think alouds” with

partner

Partner ReadingEASY & EFFECTIVE way to involve all students

NON-THREATENING practice

PROCEDURE:

Assign students partners

Designate amount to read to partner

When an error is heard, have students use the “Ask, then Tell” procedure:

Ask “Can you figure out this word?”

Tell “The word is _________.”

“Read the sentence again.”

Partner Reading Variations

Side by Side- Reading to a PartnerStudents sit next to each other with one book between them. One partner reads

& points to the words; the other partner follows along. Students take turns reading a section.

Shoulder to Shoulder- Reading to a PartnerStudents sit facing opposite directions with shoulders aligned. Each partner has

a book. Students take turns reading a section.

Reading WITH a PartnerStudents sit side to side with one book between them. Both partners read at the

same time as partner one touches the words.

Establishing Partners

Avoid pairing highest and lowest skilled readers

Consider taking lowest readers into a small group for practice with the teacher

Establishing Partners1. Matt2. Jazmine3. Bobby4. Celisse5. Marsha6. Kris7. Sammy8. Jamie9. Orlando10. Miquel

11. Michael12. Andrea13. Eric14. Julie15. Amy16. Heidi17. Mary18. Harry19. Sarah20. Andrew

21. Sue22. Krystal23. Francis24. Angelica

Reading-While-ListeningTEACHER sets a purpose for reading student listens to a story on tape and follows along

‘Reading While Listening’ is an approach that allows the struggling reader to silently ‘rehearse’ a passage by first following along silently in the text while listening to the prerecorded story or passage.

PROCEDURE:

Teacher sets a purpose for readingStudent listens to and follows along silently in the textTo model fluency, phrasing, intonation and expression

Guided Reading Teacher scaffolds the students to process the text independently

with a focus on developing reading strategies

PROCEDURE: Teacher introduces text, vocabulary and access background knowledgeTeacher establishes a purpose for reading, makes predictionsStudents are engaged in the discussion of the bookTeacher assigns pages/ chapters/ whole book to be read independentlyTeacher listens to individual students orally readTeacher assigns an activity to be completed after reading (optional)

The purpose of guided reading is to meet the varying instructional needs of all the students in your class, enabling them to greatly expand their reading powers.

Guided Reading Fountas and Pinnell (p.189 – 191, 193).

establish a purpose for reading

make predictions

introduce vocabulary

Explore and access prior knowledge

help them attend to critical features of the text

anticipate the features that may be difficult

Make connections

When you introduce a text, you:

sample oral reading

Guide students

help students make analogies

record specific needs for later review

avoid constant interruption of the flow of reading

During reading, you:

Extending the Meaning of the TextExtending the Meaning of the Text

After ReadingAfter Reading

Sometimes you may want to ask students to write about the text or do some other activity designed to extend the understanding.

Compare and contrastanalyze charactersexplore concepts from different

perspectivesMake connectionsuse graphic organizersfurther readingdata gathering

Cooperative Learning Strategies:• Four Corners • Turn and Talk• Group investigation• Think Pair Share• Numbered Heads Together• Roundtable• Three step interview• Community Circle

• 3 things I learned

• 2 things I am going to try

• 1 thing I want to know more about

3-2-1 Reflection

Questions and Reflections

References

• Rasinski, Timothy and Opitz, Michael . “Good-Bye Round Robin.” “Twenty-five Effective Oral Reading Strategies.”

• Ash, G. W., Kuhn, M. R., & Walpole, S. "Analyzing 'inconsistencies' in practice: Teachers continued use of round robin reading." Reading and Writing Quarterly, 25 (2009): 87-103. doi: 10.1080/10573560802491257

• Rasinski, T. V. "A brief history of reading fluency." In S. J. Samuels & A. E. Farstrup (eds.) What research has to say about fluency instruction (pp. 4-23). International Reading Association: 2006.

• Aronson, Elliot. “The Jigsaw Classroom” – how the Jigsaw strategy works, and how to set up a Jigsaw task or classroom http:/www.jigsaw.org/

• Nichols, W.D., Rupley, W.H., & Rasinski, T. (2009). Fluency in learning to read for meaning: Going beyond repeated readings. Literacy Research and Instruction, 48(1), 1 13. doi: ‐10.1080/19388070802161906