In the following weeks I centered our word work and other lessons on their story. Much of the time was spent on reading fluency. Though they had no problem creating the story, when it came time to read back what had been written they all struggled. The boys wanted to present this to their classmates and I really wanted them to read it aloud. I believed it would be a real confidence booster and they would carry the positive effects of the experience with them. To achieve that goal, one of the key strategies I implemented was a repeated reading routine. I start by giving each student a copy of the text, which I have divided into shorter segments of 1-2 paragraphs. They follow along as I read the selected segment aloud. They are encouraged to mark their paper to indicate challenging words, pauses, and inflections. Whatever will help them later is acceptable. Next, we use echo reading, with the students echoing each phrase or sentence that I read first. I monitor to be sure they are actually following along with the words on the page, and not just parroting the words back to me. After the echo read, we read the story chorally. By this time, the students are getting comfortable with the flow of the story. The next two readings are done as a duet, with me reading the first word, them reading the second word, and so on, through the whole selection. Then we repeat this, with the students reading the first word. Lastly, the students do paired reading. We move through this whole process fairly quickly so no time is wasted and the students are engaged the whole time. Each day we begin the process by chorally reading all of the previously practiced sections, and then begin the routine on the new section. It has worked very well and since we have been using these strategies and routines, all students have shown increased fluency on unrehearsed text, with four of the five being significant gains.
In addition to the increased fluency, their motivation has soared! They wanted to publish their story in a book to take home, so we are meeting in the mornings before school to work on that, as well as a digital book that we plan to share with their classmates. I will record the boys reading the book aloud for the digital book. They are excited and looking ahead to the next story. In one student’s words, “Why don’t we write a series?” Spark. Ignited.
Reference
Routman, R. (2003). Reading essentials: The specifics you need to teach reading well. Portsmouth, NH: Heinemann.
Jerri James taught second grade before moving to Title I Reading. As an avid reader, she wants to share her passion for books with her students. Currently, she is pursuing her M.S. in Literacy Education at Missouri State University
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Why don’t we write
a series?
OK!!!!!!!