As educators, we understand the value of reading aloud. It provides students with opportunities to increase their own fluency, vocabulary and comprehension. However, for some students it’s a terrifying event.
Flash back to my third grade reading group. I was sitting next to my teacher. She had called on me to read aloud to the group. I began reading, but just I started several students (not in our group) were causing problems in the class. I continued to read and finished my passage. However, the teacher missed hearing me, I was asked to begin again. I read the passage again the same as I had the first time. This time students from my reading group began to laugh at my mistake of reading dive instead of drive. This experience was devastating to myself …show more content…
Traditional popcorn reading. I discourage the use of traditional reading aloud because it those with anxiety to focus less on the passage and more about worrying about when they will be called on. Ask for volunteers. Let them “pass” without consequences. Ask students to use the signal of *thumbs up* if want a turn. Don’t limit the length, I like doing this to keep other students following along.
Peer reading/buddy reading- This allows them to experience listening to others and gain experience reading in smaller groups. Pair students up in a variety of ways.
Whisper phones- You can make your own whisper phones by using pvc pipe and couplings. Basically the students read into the phone and hear themselves. I loved using these with my 1st and 2nd grade students.
Voice Recording- this provides individual time and helps build confidence. They can record as many times as they want and “turn in” their best.
Progress Monitoring- Assessing your student ability to read aloud is part of their fluency. Giving students time to practice hearing their voices, will help them do well on their progress monitoring passages. Track and show students’ their
Flash back to my third grade reading group. I was sitting next to my teacher. She had called on me to read aloud to the group. I began reading, but just I started several students (not in our group) were causing problems in the class. I continued to read and finished my passage. However, the teacher missed hearing me, I was asked to begin again. I read the passage again the same as I had the first time. This time students from my reading group began to laugh at my mistake of reading dive instead of drive. This experience was devastating to myself …show more content…
Traditional popcorn reading. I discourage the use of traditional reading aloud because it those with anxiety to focus less on the passage and more about worrying about when they will be called on. Ask for volunteers. Let them “pass” without consequences. Ask students to use the signal of *thumbs up* if want a turn. Don’t limit the length, I like doing this to keep other students following along.
Peer reading/buddy reading- This allows them to experience listening to others and gain experience reading in smaller groups. Pair students up in a variety of ways.
Whisper phones- You can make your own whisper phones by using pvc pipe and couplings. Basically the students read into the phone and hear themselves. I loved using these with my 1st and 2nd grade students.
Voice Recording- this provides individual time and helps build confidence. They can record as many times as they want and “turn in” their best.
Progress Monitoring- Assessing your student ability to read aloud is part of their fluency. Giving students time to practice hearing their voices, will help them do well on their progress monitoring passages. Track and show students’ their