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Partner Reading in Laura Bross' Class
Last updated 2024/10/01
Description
Learning a new skill or strategy follows a predictable sequence known as the Instructional Hierarchy. As students build proficiency with a skill, it’s important to consider how we can build purposeful opportunities for practice. In this video, learn how grade 2/3 teacher Laura Bross uses partner reading in her class.
Curriculum Connection
B2. Language Foundations for Reading and Writing
The instructional routines in this video broadly support effective reading and writing instruction across multiple strands.
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Hi Laura, thanks for your video! What reading passages do you use to measure WCPM every two weeks for forming partners?
Hello @Anne H!
That is a great question. I use the Oral Reading Fluency measures with Acadience. Three times a year, I use the grade-level benchmark assessments. Then, with my students who are below benchmark, I will progress monitor using the aligned progress monitoring tools every 2-3 weeks. I can use a combination of this data to reflect on the effectiveness of my instruction and create data-based fluency partners. 🙂
Hope that clarifies! 🙂
Thank you for this explicit and well-designed webinar! Do you have students who are significantly below grade level (could be due to missed school, ELL, etc)? If yes, how do accommodate them during partner reading?
You’re welcome! Thanks for the feedback. 🙂
I do have students who are below benchmark and it is an ongoing challenge to accommodate everyone. Some of the strategies I use include:
– Model the first few sentences. In the video, I shared about the different types of Partner Reading (Turtle-Cheetah, Echo, Me or We). I always start with one of those strategies, modelling for the students and have them chorally respond back to me. This way the students who need that extra practice, get that dose with me before they go to partners.
– I do a weekly word list and passage that we read and spell throughout the week. In the beginning of the year, I’ll let students pick what they partner read with (the word list or the text). So some students in the beginning do partner reading with their word lists, but as my instruction does its work, most shift to fluency passage.
– Arrange partners so students can be successful, and be prepared to give feedback to the ones who will need extra support. Sometimes it may just be giving assigned spots where you can more easily supervise and give intentional feedback to those who need it.
– When I introduce a text, these students may get more of my feedback. When they are more independent with it, then I target my feedback on other students. I shift the focus of my feedback throughout the week, so most students get something at some point.
… and even with all those strategies… there are still days when things don’t go exactly as planned. It’s a classroom full of kids! 🙂 Not every student will be engaged in effective practice 5 days a week, 100% of the time. But since we do this every day, for short bursts, with an instructional routine, we do effective practice *most of the time*. If my progress monitoring data is showing adequate growth, I can be confident we are moving in the right direction. 🙂
Hope that clarifies! Meeting the needs of everyone… that is a different challenge each year. It will be something we will always be juggling and trying to find what works best with the students in front of us. 🙂
A fantastic, quick video that clearly explains how to build Partner Reading practice into a classroom. Thank you, Laura!
This is such a well thought out video. The why and how are explained so well.