1. Good-Bye Robin- Happy Retirement Years of Service: over 150 years
Patti Gonzales & Mary Ellen Johnston Reading Coach & Intermediate Reading
May 21, 2011

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

3. 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).

4. Guided Oral Reading But why can’t we just do what we’ve always done?
Round Robin Oral Reading
Elaine Garan, professor at California State University. Garan, one of the nation's top reading experts and author of "Smart Answers toTough Questions“
Research shows that students have an average of 6 min. of reading per day and struggling readers had an average of 2 min of reading per day when using RRR in their classrooms
Each child reads too little;
engagement is low
Instructional time is wasted
Focus on oral reading
performance, less attention
to comprehension

5. Who Has Felt Like This?

6. Boring, worried about messing up in front of students, disengaged, reading ahead to practice your part, off task, humiliating when can’t read a word and another student reads it instead, behavior problems

7. Why did Robin stay in school for all these years?
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
Some reasons given by teachers who were surveyed as to why they chose to use round robin reading strategy in the classroom

8. ALTERNATIVES TO ROUND ROBIN
Independent Reading
Jigsaw Reading
Shared/Choral Reading
Echo Reading
Radio Reading
Partner Reading
ERT
Read Alouds
Reading-While-Listening
Guided Reading

9. Independent Reading NON-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

10. Jigsaw Strategy PROCEDURE:
EASY & 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

11. Distilling the Steps into 3 Stages {five Students to each Home Group}
STAGE 1: Assign students each to a Home Group
Class of 20 Students
{five Students to each Home Group}
HOME GROUP A
HOME GROUP B
HOME GROUP C
HOME GROUP D

12. STAGE 2: Assign the five students of each Home Group to a different Expert/Research/Topic Group.
ERT GROUP 1
ERT GROUP 2
ERT GROUP 3
ERT GROUP 4

13. STAGE 3: Jigsaw ERT groups reconvene in original Home Group where each ERT member educates their specialty to their Home Group.
ERT MEMBERS
RETURN TO THEIR INITIAL GROUP AS EXPERTS
ERT MEMBERS
RETURN TO THEIR INITIAL GROUP AS EXPERTS
ERT MEMBERS
RETURN TO THEIR INITIAL GROUP AS EXPERTS
ERT MEMBERS
RETURN TO THEIR INITIAL GROUP AS EXPERTS
HOME GROUP A
HOME GROUP B
HOME GROUP C
HOME GROUP D

14. What do students gain by using the Jigsaw Strategy?
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.

15. What do students gain by using the Jigsaw Strategy?
STUDENTS WILL…
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.

16. Shared/Choral Reading
Group/ whole class reads ALOUD & TOGETHER from same selection
NON-THREATENING practice
PROCEDURE:
Orally read with students
Read at a fluent rate
Independent reading level of most students

17. ERT= Everyone Read To….. PROCEDURE:
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

18. Echo Reading PROCEDURE: http://www.youtube.com/watch?v=CLpEkMUqZJg
TEACHER reads A SECTION ALOUD, then the students read the same section TOGETHER ALOUD
NON-THREATENING practice
PROCEDURE:
Teacher orally reads to students
Together students orally read the same section again
Repeat above procedures until selection is completed

19. Radio Reading PROCEDURE:
TEACHER 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
The focus of instruction is on comprehending text and effectively communicating the message of the author. This strategy is a fun way to have students actively involved with reading and listening.

20. Read Alouds PROCEDURE: Teacher introduces the text/ vocabulary
TEACHER sets a purpose for reading
students listen to reading and discuss “think alouds” with partner
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
A read aloud can be used to model the use of reading strategies: fluency, intonation, expression and phrasing- that aid in comprehension. Listeners build listening and comprehension skills through discussion during and after reading.
Listeners increase their vocabulary foundation by hearing words in context model reading and thinking strategies that foster critical thinking.

21. Partner Reading Ask “Can you figure out this word?”
EASY & 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.”

22. Partner Reading Variations Side by Side- Reading to a Partner
Students 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 Partner
Students sit facing opposite directions with shoulders aligned. Each partner has a book. Students take turns reading a section.
Reading WITH a Partner
Students sit side to side with one book between them. Both partners read at the same time as partner one touches the words.

23. Establishing Partners
Avoid pairing highest and lowest skilled readers
Consider taking lowest readers into a small group for practice with the teacher

24. Establishing Partners
Matt
Jazmine
Bobby
Celisse
Marsha
Kris
Sammy
Jamie
Orlando
Miquel
Michael
Andrea
Eric
Julie
Amy
Heidi
Mary
Harry
Sarah
Andrew
Sue
Krystal
Francis
Angelica

25. Reading-While-Listening
TEACHER sets a purpose for reading
student listens to a story on tape and follows along
PROCEDURE:
Teacher sets a purpose for reading
Student listens to and follows along silently in the text
To model fluency, phrasing, intonation and expression
‘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.

26. 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 knowledge
Teacher establishes a purpose for reading, makes predictions
Students are engaged in the discussion of the book
Teacher assigns pages/ chapters/ whole book to be read independently
Teacher listens to individual students orally read
Teacher assigns an activity to be completed after reading (optional)

27. Guided Reading Fountas and Pinnell
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).

28. When you introduce a text, you:
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

29. During reading, you: sample oral reading Guide students
help students make analogies
record specific needs for later review
avoid constant interruption of the flow of reading

30. Extending the Meaning of the Text
After 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 contrast
analyze characters
explore concepts from different
perspectives
Make connections
use graphic organizers
further reading
data gathering

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

32. 3-2-1 Reflection • 3 things I learned • 2 things I am going to try
• 1 thing I want to know more about

33. Questions and Reflections

34. 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): doi: /
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
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: /