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Re: Round Robin Reading
Posted by Jessica on 12/26/07

    I don't tend to use round robin reading as much as I used to. I have the kids do
    round robin in small groups with one another, or in small groups with me, never full
    class.

    When I am reading full class, I will read the story aloud, and to make sure they are
    following along, developed what I call popcorn reading (though not popcorn reading
    as most people know it.) When I say popcorn, they read the next word with me. When
    I say butter, they read the whole sentence and when I say salt, they summarize with
    the person next to them. The butter and popcorn are full class... so if I am reading,
    "The largest organ in the human body is the (popcorn- then everyone reads) skin.
    This keeps them following along. I started this because I think it's boring to do
    round robin all the time and the kids don't listen to one another, so they aren't
    getting the comprehension of the material. When I read without doing the popcorn,
    they will not follow along, or read ahead. This way, they are reading with me.

    On 12/25/07, t wrote:
    > I was working at a school recently in which many of us had to
    > share one very small space. In that space, the remedial reading
    > teacher had a group of three and she did some round robin
    > reading with them. The kids enjoyed it and always wanted to
    > read. However, the "curriculum specialist" (whatever that
    > meant)overheard round robin reading going on and went ballistic,
    > quoting something she read on the internet about how damaging it
    > was to students. When I went on the site, I discovered that it
    > was some grad students thesis! I really wish that when people
    > demanded that we do certain things with students that they would
    > have some REAL evidence to back it up.
    >
    >
    > On 12/24/07, Sk wrote:
    >> On 11/23/07, Deb ms/IA wrote:
    >>> Why has round robin reading gotten such a bad rap to the
    >>> point researchers tell teachers not to do it? Reading over
    >>> several of Rasinski's writings and edited works, I just
    >>> want to disagree with him and his no round robin reading
    >>> colleagues.
    >>>
    >>> In my 8th grade reading classroom my students are told from
    >>> the beginning why I have them read aloud in class. I need
    >>> quickly gauge how 100 kids orally read out loud, so I use
    >>> it as a mini assessment without having to do a full IRI on
    >>> all the students. I want kids to hear themselves speak so
    >>> when they go get that job at the burger joint or the
    >>> grocery store they can use their voice to articulate orders
    >>> and requests from customers plus I want them to see that
    >>> their fluency is key to them being a better reader.
    >>>
    >>> My students are also made to feel safe in making mistakes
    >>> when they read. I model it myself when I read passages. Its
    >>> OK to make mistakes and part of being a good reader is to
    >>> go back and reread and self correct. I can't see that take
    >>> place when I give silent fluency/comprehension tests. I
    >>> also can't guide them to make corrections when they
    >>> silently read their novels. So in class round robin reading
    >>> helps students not hurts them. Tests scores from my class
    >>> shows growth in reading too.
    >>>
    >>> Does anyone else feel like the need to go to "round robin
    >>> reader's anonymous" (quote and self evaluation form from
    >>> one of Rasnski's books) or feel gulity because "research"
    >>> doesn't back round robin?
    >>>
    >>> Deb ms/IA

     
     

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