Students read their anthology today in triads or groups of three.
In one classroom I coached I noticed many procedures that had already moved to routines even though it is not even Halloween! As I reflected on the lesson I observed, I started thinking about the reasons I believe in my routines.
There are many decisions the teacher made to make the triad (triangle knees group) run smoothly.
1. Each child brings strengths to the triangle knees group (triad). There were usually three levels of reading ability in a triad or group of three (high reader, middle reader, and low reader). At least one child in each group is a comfortable oral processor. This child is not necessarily the highest reader. Usually the middle or low reader is capable of becoming a better word coach or fix-it strategy coach. In contrast, the highest reader typically just spits words at the other children when they miss a word until taught what to do instead. Whereas the middle reader and low reader have been taught the fix-it strategies so they are better at coaching them.
Triangle Knees Groups posted so groups are easily formed
2. Routine Read Stop Think Talk
Students will read a passage outloud with two other students.
Students will listen to a passage read outloud with two other students.
Students will word coach when one of their partners appeals for help. (Teacher previously taught and provided sentence starters.)
My routine of Read, Stop, Think, Talk is perfect for developing language objectives related to speaking. The triad will read three pages of text because there are three students reading. Partners read two pages of text, then stop reading. If the text is long or a chapter book, the students will read a ‘handful of text’ or a paragraph.
READ Student decides ‘together’ or ‘alone’. For example, Andrew said, “Together.” His two reading partners, Ashleigh and David starting reading chorally with Andrew. All three read “Andrew’s page chorally.” When the teacher stopped in and listened to the group, she coached reading with expression. She read chorally with the students modeling stopping at the period and pausing at a comma. The students practiced reading fluently as they continued reading together. Pacing is worth spending time on. Sometimes a high reader misinterprets reading really fast as being a good reader.
Language Objective: Students will listen to the teacher read using expression: how the voice goes up and down, pauses at commas, stops at the ends of sentences.
READ Ashleigh decides to read alone. For example, Ashleigh is reading outloud as the other two are listening. She was stuck on a word, Andrew gave her the word. David gently reminds Andrew to wait until Ashleigh asks for help. In the next sentence, Ashleigh is stuck on a word. She appeals for help. David and Andrew word coach. Ashleigh rereads the sentence. In the next sentence, Ashleigh miscues and doesn’t seem to notice. Andrew said, “Try that again.” She did self-correcting. Ashleigh finished the page asking for word coaching as needed.
Language Objective: The student will ask for word strategy help. (Your job today is to notice when you are stuck on a word and ask your partners for word strategy help.)
READ David said together. The three worked on their fluency language objective without the teacher who was working with other triads.
Language Objective: Students will listen to the highest reader read using expression: how the voice goes up and down, pauses at commas, stops at the ends of sentences. The students echo read after the highest reader practicing using expression.
READ READ READ is completed for round one.
STOP reading is clear. Just stop. All three people in the triad read.
The students think about their job today. This is the content objective. Examples of Shared Reading “Your Job today is…”:
- Today while you read, notice if Bear is still lost.
- Today while you read, make a prediction, read more, adjust or confirm your prediction.
- Today while you read, your job is to _______. Every day, there is a content objective taught before the students read (in the BEFORE READING section).
After the triangle knee or triad group sits quietly thinking for approximately 20 seconds, they begin discussing the content object for the day. One student states the job for the day. They discuss what they know about the job so far.
Repeat READ STOP THINK TALK routine until reading time is done.
Filed under: Comprehension, comprehension strategies, Debra Renner Smith, debrennersmith.blogspot.com, partner reading, www.debrennersmith.blogspot.com | Tagged: Content Objectives, Guided Reading the Four Blocks Way, Language Objectives, Read Stop Think Talk, triads, Triangle Knees | Leave a Comment »