Alternatives for Passage Reading

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Alternatives for Passage Reading

• Classroom practices that encourage repeated oral
  reading with feedback and guidance leads to
  meaningful improvements in reading expertise for
  students, (NRP, 2001).

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Goals

• Provide daily practice for oral reading
• Engage as many students as possible in the daily
  practice

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Passage Reading

• Providing practice to students allows them to
• Generalize decoding and comprehension skills
• Support accuracy and fluency development
• Develop a positive self-concept through
  successful classroom experiences

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Oral Passage Reading

• Benefits and Teachings
• 1.
• 2.
• 3.
• 4.
• 5.
• 6.
• 7.

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Choosing a Passage

• Ideally texts for oral reading practice are at
  the independent level for students.
• Independent Level (95 accuracy or more)
• Instructional Level (90 accuracy or more)
• Frustration Level (less than 90 accuracy)

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Choosing a Passage

• Choose carefully!
• The important question is not
• Has the student already been exposed to this
  word?
• The important question is
• Does the student have a strategy to decode each
  of the words and word elements?

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Competent Teachers Prepare!

• Determine difficult to pronounce words.
• Tells students the pronunciation of the entire
  word
• OR
• Guide students in reading the decodable chunks of
  words

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Different Types of Oral Reading Practice

• Choral Reading
• Cloze Reading
• Popcorn Reading
• Echo Reading

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Choral Reading

• AKA Unison Reading
• Provides information to teacher about student
  performance.
• Those students reluctant to participate otherwise
  are more likely to participate in unison.
• Overt responses have been shown to improve
  performance (NRP, 2001).

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Example of Choral Reading
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Choral ReadingTips for Teachers

• Watch your pacing.
• Walk around the room.
• Lean in and listen to the students.
• Lower your voice to hear the students.

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Cloze Reading

• Teacher reads the passage and pauses when he/she
  wants the students to read the word.
• Words that students read are strategically
  chosen.
• Drawback Teacher does most of the reading.
• Benefit Teacher can target words to check
  student accuracy and rate of decoding.

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Example of Cloze Reading
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Cloze Reading

• Helpful when you need to cover a passage in a
  brief period of time.
• Avoid choosing words that are short sight words
  (e.g. the, to, and).
• Try choosing strategic and meaningful words.
• Words at the end of sentences help to keep the
  flow.

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Tips for Cloze Reading

• Prepare!
• Choose your words ahead of time.
• Make a photocopy of story and highlight words you
  want students to read.
• Place photocopy on clipboard.
• Mark words with a plus or a minus indicating
  student performance.

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Popcorn Reading

• Best in smaller groups.
• One group of students is cued to read aloud.
  While they are reading you cue another group to
  being reading.
• Be unpredictable!

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Popcorn Reading

• Step 1 Choose passage
• Step 2 Give group A signal to begin reading the
  passage. Popcorn - A group!
• Step 3 When group A comes to a breaking point
  give group B the signal to begin reading.
  Popcorn - B group! Group A stops and group B
  begins.

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Mix It Up!

• Each table of students (or each student) receives
  a colored sticky note. Each sticky note has a
  different letter and varying colors.

Oregon Reading First
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Lets Play Cards! (and Read!)

• Use suits
• Use face cards and numbers
• Use colors
• Tip Make sure the students are focused on
  reading with fluency not trying to remember which
  group theyre in.

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Mix It Up! (Again!)

• Jump In! Reading
• Follow the Popcorn directions but instead of
  saying popcorn say jump in to have groups
  read together, overlapping one another.
• Have first group stop reading at next period. The
  second group reads until another group jumps in.

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Echo Reading

• Students repeat same text after model reader
• Especially targets fluency
• Can also be implemented with teachers, parent
  volunteers, and partner reading

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Echo Reading

• Step 1 Select passage.
• Step 2 Read portion of selected passage. (Note
  Keep portion brief.)
• Step 3 Students echo back, by re-reading what
  the teacher just read. Students should read with
  the same intonation and inflection as the teacher.

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Echo Reading

• My turn. Your Turn.
• Make sure this is a passage students have read
  before.
• Remember the focus is on fluency!
• Its called Echo Reading not Robot Reading!

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Classroom Example 1

• Its time for the 2nd grade students to practice
  reading the story. Mrs. Apple directs the 29
  students to read quietly to themselves. During
  this time Mrs. Apple calls individual students up
  to her desk to read for her. She hears 7 students
  read in 15 minutes.
• How can Mrs. Apple get more students practicing
  at one time and be able to listen to more
  students reading?

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Classroom Example 2

• Mr. Fresa has 5 kindergarteners around a table.
  He has each student follow along with their
  fingers while one student reads one page (one
  sentence) at a time from the decodable book.
• How would you change Mr. Fresas lesson to make
  sure that all students are following along and
  getting the most practice?

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Classroom Example 3

• Mr. Ree has 24 third graders. About half of them
  have benchmark skills and the other half have
  below grade level skills. Mr. Ree wants to be
  able to read the story as a group but he doesnt
  know how to give all the students a chance to
  read. What advice do you have for your colleague?
  Think creatively!!!

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Correction Procedures

• When students read a word incorrectly
• Say, The word is ______. Whats the word?
• Okay lets go back to the beginning of the
  sentence.
• Main idea Have students reread the sentence in
  which they made the error.

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Correction Procedures

• Watch for students just mouthing the words or not
  following along.
• Say, Not everyone was reading so we need to go
  back to the beginning of the _________.
• Classroom Management Tip
• Start with your finger on the first word. Check
  your partners finger. Are they in the right
  place.

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Moving Through the Grades

• Kinder 1st grade strategy instruction and
  practice will be different during passage reading
  than in 2nd and 3rd grade.

Decoding
Fluency
Comprehension
Decoding Fluency
Comprehension
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Repeated and monitored oral reading improves
reading fluency and overall reading achievement.

• www.nifl.gov
• Another resource
• http//ies.ed.gov/ncee/wwc/

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Thank you!

• Participation Leadership