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

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

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).

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

Who Has Felt Like This?

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

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

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

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

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

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

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

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

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.

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.

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….. 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

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: 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 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.

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.

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.”

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.

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

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

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.

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)

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).

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

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

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

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

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

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