CHAPTER 5: rEAD TO soMEONE AND Listen to Reading

1. CHAPTER 5: rEAD TO soMEONE AND Listen to Reading

2. Introduction: Read to someone Teacher Reasons It increases: • Volume of reading • Level of attention to reading • Reading motivation • Fluency • Reading rate • Word-attack skills • LOVE OF READING Kid Reasons • It is fun • We make good friends • Aren’t so lonely • Become better readers

3. Lesson day 1: EEKK, Voice, Check EEKK “Elbow to elbow, knee to knee” • They can read quietly without bothering others. I read – You read “One student reads a page then the next reads a page” Fluent readers read first. Voice Level “Model soft voice level when showing children how to read to someone.” Self-selected Work Areas “Let children choose where to sit.” Choral Reading “Partners read the same section at the same time.” I Chart “Shows what teacher does and what students do.” p. 66 • Check for Understanding • Voice level and EEKK

4. Lesson Day 2: I read, you read • 3 DIFFERENT REASONS (separate but equal) • Check for understanding- read one book, one partner reads, the other checks for understanding • I Read, You Read- one book, one partner reads and the other reads the same part of the story • Read Two Different Books- two books, each reads their own, while the other checks for understanding

5. Lesson day 3: how to choose books! Teacher models how to work with others to solve a problem quickly without argument so as not to waste precious time. • Add “How to choose books” to I chart. • Model “Let’s Make a Deal” where students take turns reading two different books. • Brainstorm other ideas and add to chart.

6. Lesson day 4: Choosing your own classroom spot Teacher still picks partners, but students are allowed to find their own space for reading. “I will pick your partners, but you will go find a good place for working on reading.” *Add a minute or two for stamina.

7. Lesson Day 5: how to choose a partner What the Teacher does: • Class meeting • Brainstorm and write down • Not always your closest friend • Don’t yell out • Model • “Close your mouth and raise your hand” • Students model What the Student does: • Close your mouth and raise your hand • Look around group • Make eye contact • Go to person • Ask, “Will you be my partner?” • Tone matters! • Only acceptable answer: “Sure, thank you.” Shy students may need support.

8. Lesson Day 6: Coaching or Time? • Introduce analogy of coach who helps in sports. • Add “Reading Coach” to I chart. • When partner who is reading gets stuck, listening partner counts to 3 then asks, “Do you want coaching or time?” • If reading partner says, “time” listening partner must sit and wait. • If reading partner says “coaching” listening partner takes out coaching sheet (p. 74) to decide which strategy would be best. • Model each strategy individually.

9. Listen to REading “Choose to listen to a story with headphones.” • Do four focus lessons to model listening to reading. • Day 1: I chart of expected behaviors and model and practice materials set-up and listening. • Day 2: Review chart and model and practice putting materials away. • Day 3: Review chart, practice listening, finishing and starting an new story. • Day 4: Review chart, decide how many can participate and who goes first, etc.