Partner Reading
I have found partner reading is a great way to engage all students. I have used this strategy in a variety of ways in my classroom. To begin, I set a timer for 15-20 minutes, then I either paired students with another student on a similar reading level, or at times, with a stu-dent on a reading level that was
one step higher. Routman
(2003) addresses how partner
reading increases self-suffi-
ciency in students and makes
them "less reliant on the teach-
er for assistance" (p. 91). Using
partner reading gives my high-
level readers a chance to be the
teacher, and they are wonderful
models for my lower-level read-
ers. In addition to enabling stu-
dents to become more self-
sufficient, Routman states, "Re-
search shows that taking turns reading in-creases reader involvement, attention, and collaboration" (p. 91). When I used partner reading, I was always amazed at the engage-ment of my students. Those students who dis-liked reading aloud were able to gain confi-dence and improve their skills in a safe envi-ronment, rather than reading aloud to the whole class.
When I first began using this strategy, I took about two days to model for my students how they should act when participating. Because I used this activity with my whole class, if students were reading in a loud voice, it was difficult for each pair of students to focus on what their partner was reading. I also found it important to reiterate how to properly read with a partner and take turns. Once we prac-ticed this strategy a few times, my students were able to practice reading aloud, and I noticed an improvement in fluency, and confidence was gained as students read with their partners.
Independent Practice through Technology
While I have found literature circles and partner reading to be effective ways to enrich my high-level readers, I also found they need independent practice. I have provided this important opportunity by having students use the Internet while reading. By incorporating technology into reading, students have more options, which expands their interests. Students are also able to access higher-level texts, which aids in much-needed enrichment. Students, however, can become easily dis-tracted as they surf the Web, often stumbling
upon sometimes questionable content; therefore, teachers must supervise student work on the Internet (Fountas & Pinnell, 2011). As I read additional research on this idea, I realized that if I created links for stu-dents to access via our class-room webpage, I could monitor what they accessed on the Internet, and I could also provide specific websites to browse, which made the students' time more profitable and meaningful.
Independent Practice through Inquiry
Another strategy I have utilized to provide enrichment for my high-level readers is to have students conduct investigations. Fountas and Pinnell (2001) state, "Investigations offer students the opportunities to use everything they know about reading and writing, and to explore the many ways of knowing" (p. 20). Students conduct these investigations much the same way they would conduct a science experiment, and by doing so, students are creating authentic learning and are able to present their findings to classmates (Fountas & Pinnell, 2001). By giving students this freedom, they are more invested in their work, and they can find higher-level texts to better aid in their enrichment. Implementing this strategy would be an effective way for teachers to support interdisciplinary learning as students connect their inquiries across content areas.
"Teachers must supervise student work on the Internet."
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