Thanks, Richie, that was interesting.

I got excited when the Teaching Reading Strategies people claimed to be
less expensive than Read Naturally, but it's not true. You might get
more, but the cost is more too. I like the sound of it though.

On 6/15/09, Richie wrote:
> I found a good article on how to differentiate fluency instruction,
> using Read Naturally or other materials at
> http://penningtonpublishing.com/blog/reading/how-and-why-to-teach-
> fluency/. I find that having kids keep the timing charts is very
> motivational and that don't mind the repeated readings. On 6/14/09,
> TucsonTeacher wrote:
>> Thanks, Carolyn. That sounds good, but I don't have access to the
>> program materials. I will keep it in mind if I ever get the
>> chance to purchase stuff though.I have heard other people like it
>> too. I use Reader's theater to practice fluency. Don't they ever
>> complain about having to reread the same thing? Or does the fact
>> that they have the goal of competing against their last best time
>> take care of that objection?
>>
>> On 6/13/09, Carolyn wrote:
>>> On 6/13/09, TucsonTeacher wrote:
>>>> I am teaching remedial reading to middle school. I would
>>>> like to see more progress this year. Class size is 15-22.
>>>> Any ideas on best assessments to use and how I can
>>>> differentiate for kids who have different reading needs?
>>>> Thanks!
>>>
>>> My favorite assessment is from the program "Read Naturally."
>>> The only thing was that because our school did not have all
>>> the materials, I adapted the program to suit the needs of my
>>> classroom.
>>>
>>> I understand about the different needs of the different
>>> students but unfortunately the State tests do not care if our
>>> students are reading at a 3rd grade level and they are in 6th
>>> grade, the test is on their grade level so the first thing I
>>> do is tell the students we are going to start with passages
>>> at their grade level. I explain that it is going to be hard
>>> and they may not read as many words as they usually do but in
>>> the end it will help.
>>>
>>> The next step is getting everyone to help each other. This is
>>> where I differentiate my readers. I group pairs according to
>>> who can help the other the most. I will put my lowest reader
>>> with my highest because the highest will help the lowest to
>>> succeed. I will tell you that in my classroom the students
>>> know that if they make fun of each other they will have
>>> consequences. You have to make sure they all understand that
>>> they are in remedial reading because they all have something
>>> that is blocking them from the enjoyment of reading and from
>>> each other they will learn to overcome the obstacle.
>>>
>>> The next part is their "cold read." They read to me for one
>>> minute and I record their score. While I am testing, the
>>> students are using various strategies to answer the questions
>>> from the story WITHOUT reading the story. This helps them to
>>> utilize context clues and look at the wording of the
>>> questions.
>>>
>>> On the second day (usually two days later...I like Monday and
>>> Wednesday...Monday because they are coming off the weekend
>>> and Wednesday because they are at their best)we listen to the
>>> passage being read to them on CD. The students are told to
>>> listen the first time and look at their words that they had
>>> trouble with on their "cold read" (I usually highlight the
>>> words they miss while they are doing their "cold read." The
>>> second time they hear the story is for the content so that
>>> they can answer the questions on the back (they put their
>>> second answer next to the 1st or you can have them use 2
>>> different color inks) and the third time I want them to
>>> listen for enjoyment, to learn about the passage as it is
>>> designed...to teach them something they did not know.
>>>
>>> After they hear the story then they practice with their
>>> partners (usually each will read to each partner three
>>> times). This is the fun part for them because now they
>>> actually read to each other and they give constructive
>>> criticism to each other. I love wathcing them help each other
>>> with the words and watching them get excited when they each
>>> reach their goal. After that I start calling them up for
>>> their "hot read." the "hot read" is the time when the student
>>> reads for one minute and they have to get 20-30 words more
>>> than they read on their "cold read." You may want to adjust
>>> the number for your very low readers but to be honest they
>>> may get discouraged if they think you are giving them leeway
>>> (this happened to me and the student told me they wanted the
>>> same as everyone else).
>>>
>>> This whole process may take time at first to get it going but
>>> in about 2-3 weeks the students will be excited for this
>>> because it is them controlling the atmosphere. The kids are
>>> in control of the outcome. Your part is only to have them
>>> read to you. I did this for my observation and got high marks
>>> and the kids were so proud of themselves.
>>>
>>> I know this was long, but I hope it helps...Remember in
>>> remdial classes you may not always get everything you need so
>>> improvision is your best friend!!!!
>>>
>>> GOOD LUCK!!! I love it and I hope you will too!
>>> Carolyn

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