3. Why?
Reading to someone allows:
more time to practice strategies
improve fluency and expression
check for understanding
hear your own voice
share in the learning community
4. Students will increase…
The amount of reading
the level of attention to reading
reading motivation
fluency
reading rate
word-attack skills
the love of reading
5. Explicit teaching and practice will lead to engaged and
productive partnerships instead of chaos.
Present a series of lessons that takes students step-by-
step through the skills they will need to listen carefully
to their peers, offer assistance, and share materials
fairly.
6. 1. EEKK (Elbow to Elbow, Knee to Knee)
Having children sit this way allows for easier
book sharing and partner coaching
2. Voice
The loudest voice in the room is the one that
regulates the noise level. When we do
correct/incorrect model, we reinforce the
expectation of a soft voice as well.
3. Check for Understanding
“I just heard you read…” (who, what)
4. I-chart
7. Students:
Sit EEKK.
Use a soft voice.
Read the whole time.
Get started right away.
Stay in one spot.
Work on stamina for
reading to someone.
Work with students
Teacher:
Read to Someone
Independently
8. Day 2
Model and practice how partners read
Both read same book- “I read, You read”
Partner checks for understanding
Switch jobs after each page or paragraph
Two different books are being read
Each choose own book and read a page
Partner checks for understanding
Switch jobs after each page
9. Day 3
Brainstorm and practice “How to Choose
Books”
Talk about it and make a deal
Rock, paper, scissors
Day 4
Brainstorm and practice where to sit in room
Choosing a place where they will be successful!
10. Day 5
Model and practice “How to choose a partner”
Raise your hand as a silent signal that you
need a partner
Make eye contact with another person who
has his or her hand raised
Walk to the person and say “Do you want to
be my partner?”
The only acceptable answer is “Sure, thank
you!” **Model the tone we expect to hear
during the response, pleased and polite.
11. Day 6
Model and practice “Coaching or Time”
If a partner comes to a word they don’t know, the
other partner counts silently to 3.
Then asks, “Do you want coaching or time?”
If coaching, they use clues to help partner. (See
figure 5-6 on page 74)
If time, sit patiently and wait.
12. Once each focus lesson is taught, students read to
someone and build stamina.
Each day, add a few more minutes until they are up
to 30 minutes for primary students and 45 minutes
for intermediate students.
13. CAFE - Check for Understanding - Partners Reading
(VIDEO)
14. Most of our intermediate students select and are ready for
extended periods of Read to Self. Read to Someone isn't
required, but becomes a way to differentiate based on
student need. Some of our students are auditory processors
and benefit from reading aloud to someone. Some of our
special needs and ELL students benefit from being read to.
We typically confer with those who need this form of
practice to help them achieve their goals, and carefully pair
them with a partner who would benefit from or not be hurt
by this use of time. Often they commit to Read to Someone
for 10-15 minutes of a rotation, then move to Read to Self
for the remaining portion of the round, which is usually
about forty minutes total.
16. Hear examples of good literature
Hear fluent reading
Expand our vocabulary
Become better readers.
17. Students:
Get out materials.
Listen to the whole story.
May listen to another story if
there is time.
Follow along with pictures
and/or words.
Stay in one spot.
Listen quietly.
Get started quickly.
Work on stamina.
Work with students
Teacher:
Listen to Reading
Independence
18. Day 1
Brainstorm I-chart of expected behaviors
Model and practice material setup
Model and practice listening and following
along
Day 2
Review I-chart
Model and practice putting materials away
19. Day 3
Review I-chart
Model and practice listening to a short story,
finishing it, and starting a new story
Day 4
Review I-chart
Discuss and decide a way for all to participate
20. Video:
Daily 5 - Listen To Reading - Reviewing the I Chart
(VIDEO)
Listen to Reading Websites
See handout
21. Why?
Creates immediate focus for the child’s work
When children verbalize their choices, there is a sense
of increased accountability
22. Name Mo Tu We Th Fr
Gracie W RS R L W R
Melissa RS W L WW W RS
Lauren W RS R WW W R
Nick H. W R RS WW L W
Jessie J. RS W R
Carrie R WW W
Ashden R W WW
Emma RS R L
Isaiah RS WW W
Daeton W W W
R: Read to Self WW: Word Work RS: Read to Someone L: Listen to Reading W: Work on Writing
