Repeated Reading: Part 2

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If . . . 

I were to engage in Repeated Reading for whole class Tier 1 instruction, what would that look like?

Which of these would signal the beginning of quality instruction? 

A. “Read the passage. Record your time. Reread the passage. Record your time. Read a third time. Record your time. Turn in your passage and your scores.”

 

B. “Listen as I read this poem that I have put on the screen. Watch and listen especially for the ‘goal’ for my reading.  Class, today I am sharing one of my favorite poems because I want you to listen for both the rhyme and rhythm in this poem because – it’s almost like a song!  . . .”

 

C. “Today, I am going to demonstrate one way that readers read fluently and with prosody. Remember we have been talking about prosody which means sounding like ‘talk’ and your goals may be: volume, expression, accuracy, or phrasing. Listen carefully to be ready to tell your partner which you think is my goal focus as I read the first stanza . . .”

What are you thinking? 

Which one is the best choice? 

Of course, it depends . . .

It’s hard to tell from just a few sentences, BUT:

A. Telling. No instruction. NO!

B. Rhyme and rhythm are important, but what is the driving WHY?

C. Student goals sound like they are individualized and the talk about fluency and prosody sounds connected to student goals.

Focus

Continue to Study

Focus

Study the Students

What do they need? 

What’s your purpose?

 

(In case you missed it, Part 1 Here)

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One response

  1. […] Teaching / Learning Opportunities – Checking in (Part 2) What do teachers                need to learn?  How will they learn it?  How can we set […]

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