Presentation on theme: "READING P-Peer A-Assisted L-Learning S-Strategies"— Presentation transcript:
1READING P-Peer A-Assisted L-Learning S-Strategies Overview by Gail Gilmartin
2What is PALS? A class-wide peer tutoring program Students work in pairs or triads to practice and strengthen reading fluency and comprehension.
3Why Use Peer Tutoring? Increasing diversity in classrooms Broad range of achievement levels within classroomsIncreasing need to address variety of individual needs through differentiation
4Important Features of PALS Reciprocal roles (Coaches and Readers)Structured ActivitiesIndividualizedMore time engaged on taskIncludes ALL studentsOpportunities for success for all studentsEncourages positive peer interactionsPractical AND effectiveOpportunities to monitor student progress
5PALS ResearchStatistically significant differences between students who participated in PALS vs Control groupReceived ‘Best Practices’ status from Department of Education
6PALS 2-6 Experimental Results Improvement in Reading: Words read correctly in 3 minutes
7PALS 2-6 Experimental Results Improvement in Reading Comprehension: Number Questions Answered Correctly
8ROLES: Coaches and Readers Provides prompts and helps ‘Reader’ReadersReads and accepts help from ‘Coach’Partnerships rotate every 3-4 weeksPALS is conducted 3 times a week for 35 minutes
9PALS Timeline Week 1 Weeks 2-4 Weeks 5-17 Student Training Partner Reading with RetellParagraph ShrinkingWeeks 5-17Prediction Relay
10Required Materials for PALS Teacher MaterialsTimerPALS RulesStudent Assignment ChartScriptsCommand CardPALS Video of lessons for students to watch (to model what PALS LOOKS and SOUNDS like)
12Teacher’s PALS Duties Assign Pairs and Teams Select Text of Appropriate DifficultyMonitor Student’s Reading and PALS BehaviorAssist ‘Coaches’ as needed
13Absent Students and Uneven Pairs If two students are absent, their partners may be paired for the day. If the two students are in different books, the pair should use the weaker reader’s book.Allow a ‘high-performing student’ to read independently.Form a triad
14Reading TriadsAssign each of the students to be the coach during one of the three reading activities.If a permanent triad is necessary because you have an uneven number of students, designate one as a ‘floater.’Never place learning disabled or extremely low readers in a triad for more than one day, if at all possible.
15Selecting Text of Appropriate Difficulty Each pair may read from different texts.Text should be at weaker reader’s level-no more than 10 errors per 100 words.Determine page numbers or stories to be read ahead of time.
16Monitoring Student’s Reading Provide positive feedbackEnsure correct PALS implementationEnsure students are using proper correction proceduresEnsure cooperation between partnershipsAward BONUS pointsListen to EACH studentListen for FLUENCYListen for quality of main idea statements
17PALS RULES Talk to only your partner (or Mrs. G) and only about PALS Keep your voice lowCooperate with your partnerTry your best
18Partner Reading Conducted for 11-12 minutes Stronger reader reads aloud for 5 minutesWeaker reader reads the same text for next 5 minutesWeaker reader retells the story for 1-2 minutesReaders should read quickly, accurately, and with expressionCoaches listen, correct mistakes, and mark points (earn 1 point for every sentence read correctly and 10 points for correct retell)
19Correcting Errors There are four types of mistakes to listen for: Saying the word wrongLeaving out a wordAdding a wordWaiting longer than 4 secondsUse Correction Card to help with correction procedures
20Demonstration and Practice Coach and Reader read and mark pointsCoach makes corrections, if neededReader retells story using Question CardBoth Coach and Reader are engaged at all times!
21Paragraph Shrinking Conducted for 10 minutes Stronger reader reads new text aloud for 5 minutes, summarizing each paragraph as they readWeaker reader reads new text aloud for 5 minutes, summarizing each paragraphCoach listens, corrects mistakes and marks points
22Paragraph ShrinkingAfter each paragraph, using the Question Card, the Reader :Identifies the most important ‘Who’ or ‘What’ (1 point)Identifies the most important thing about the ‘Who’ or ‘What’ (1 point)States the main idea of the paragraph in 10 words or less (1 point)Training includes identifying paragraphs and the main idea
23Prediction RelayFirst 5 minutes- using the Question Card, the Stronger Reader:Make a logical prediction (1 point)Reads half of a page (1 point)Checks the prediction (1 point)Makes a new predictionContinues to readSecond 5 minutes- using the Question Card, the Weaker Reader:Make a logical prediction ( 1 point)