Round robin

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Round robin

  1. 1. Building Fluent Readers: Alternatives to Round Robin Reading Brittany Fracasso
  2. 2. (Gibson & Gold) Characteristics Of Fluent Readers Control Of The Reading Reading Is More Like Speaking Reading Sounds Natural Automatic Word Call And Decoding Self-Corrects Errors
  3. 3. (Pennington, 2009) Low Self-esteem in Reading Decoding is Not Automatic Low Comprehension “ Calls” Words Out Individually Non-Fluent Readers
  4. 4. Disadvantages of Round Robin <ul><li>Decreases Comprehension </li></ul><ul><li>Creates Anxiety </li></ul><ul><li>More Corrections=Less Fluency </li></ul><ul><li>Loses Children’s Attention </li></ul><ul><li>( Pennington, 2009) </li></ul>
  5. 5. Alternatives For Independent Oral Reading <ul><li>Paired (“Buddy”): This is essentially two students with reciprocal teaching. This is not pairing up any two students to read aloud to each other. Students must be trained to buddy/pair read. Students must be taught how to be the “teacher” and how to be the “student”. Set expectations and guidelines for reading work, behavior, etc. Takes approx. 3-4 weeks to trains students to successfully buddy read, but is very effective, enjoyable for the kids, and works well for teachers after kids are trained. Teachers sets a purpose for 2-3 kids to read together, students are assigned a clear goal, clear starting and stopping points and what to do when finished reading. </li></ul><ul><li>Reciprocal: Initially teacher directed, gradually over course of the fall, teacher drops level of support so that it is student directed. Purpose is to make reading techniques that good readers use visible to all students, to show and MODEL and DO what good readers do. Students need to internalize that they need to do these things in their heads with everything they read. Good readers use all of these steps, although they are not always visible: </li></ul><ul><ul><ul><li>Predict </li></ul></ul></ul><ul><ul><ul><li>Read (can be shared in beginning – fall, or whole class) </li></ul></ul></ul><ul><ul><ul><li>Question, clarify points of uncertainty </li></ul></ul></ul><ul><ul><ul><li>Summarize (to teach students to synthesize information gained in reading and give it back in their own form) </li></ul></ul></ul>
  6. 6. Continued <ul><li>Echo: Great for building fluency and intonation. Teacher reads appropriate part of text with enthusiasm, intonation and fluency. Students are then asked to read that same portion of text in just the same way. </li></ul><ul><li>Choral: More than one student at a time reads. Teacher may or may not choose to read with readers, depending on how much modeling is needed. You can split into ‘this half’ and ‘that half’ of the class read at one time, can split into ‘tables’ if you have tables of around 4 students, can split into several random students read at once as you direct. The point is to have several or many voices reading at once in order to pull along slow readers, and involve more than one reader in reading aloud at a time (and losing the others). </li></ul><ul><li>Shared Reading- Teacher reads aloud, modeling good fluency and intonation, while students follow along in their own copy of book. Teacher frequently stops and models comprehension strategies and skills such as inferencing, drawing conclusions, questioning, connecting cause & effect, picturing, summarizing, evaluating, etc., but not so frequently as to interfere with flow of the story. </li></ul>http://classroom.jc-schools.net/read/RoundRobinReading.pdf
  7. 7. What’s Next? <ul><li>Try implementing these “new” strategies in the classroom! </li></ul><ul><li>Use appropriate leveled text for students. </li></ul><ul><li>Ask for help from the Literacy Specialist! </li></ul>
  8. 8. <ul><li>Many kids become fluent readers through reading practice. But some have decoding problems that need to be diagnosed as early as possible. Not only is it important to help struggling readers so they can comprehend text, but difficulties now will often turn kids off to reading later. </li></ul><ul><li>Skilled teachers encourage fluency in two ways – with vocabulary exercises that build a child’s familiarity with words, and with lessons that are specifically designed to speed up a child’s decoding ability. </li></ul>(Gibson & Gold) Closing Thoughts
  9. 9. References <ul><li>Gibson, A., & Gold, J. (n.d.). Reading Rockets: Launching Young Readers . Fluent Reading . Helpful Articles . Fluency | PBS. PBS: Public Broadcasting Service . Retrieved February 9, 2011, from http://www.pbs.org/launchingreaders/fluentreading/helpfularticles_1.html </li></ul><ul><li>PDF http://classroom.jc-schools.net/read/RoundRobinReading.pdf </li></ul><ul><li>Pennington, M. (2009, September 30). Why Round Robin and Popcorn Reading are Evil | Pennington Publishing Blog. Teaching Resources to Differentiate Instruction - Pennington Publishing . Retrieved February 9, 2011, from </li></ul><ul><li>http://penningtonpublishing.com/blog/reading/why-round-robin-and-popcorn-reading-are-evil/ </li></ul>

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