Hello Everyone,
The oral timed reading assessment you are administering will provide helpful, instructional information about your learners' fluency. Fluency is determined by accuracy, rate and phrasing or expression. One way to develop a lesson that works on improving fluency is to model fluency for your learner. This may be achieved through paired reading and alternating reading.
Before you do a paired reading or an alternating reading, it would be helpful if you read the passage aloud one time by yourself, having the learner follow along on his/her own copy of the text while you read aloud following your copy of the text. The learner will be able to hear your modeled reading, with expression and intonation. It also allows the learner to hear the pronunciation of words in the passage that may be unknown or difficult.
Paired Reading
When you do a paired reading, you are reading the passage aloud together, in unison. You read aloud at the same speed you would read as if reading a book aloud, observing punctuation and reading with expression and clarity. (Your speed may need adjusting if your learner is struggling to keep up with you.) You may scan your finger below the words while reading aloud to help the learner keep his/her place. It is helpful to sit side by side one another. Paired reading is extremely helpful to learners who do not feel comfortable reading aloud. It allows them to read aloud but with someone else reading along with them.
Alternating Reading
When you are alternating reading, you are reading a sentence or paragraph, then the learner reads the next sentence or paragraph. If the learner is struggling to read his/her sentence or paragraph, model reading the sentence/paragraph and then ask the learner to reread that same paragraph/sentence. Then return to taking turns reading a sentence/paragraph. It is helpful to ask a few comprehension questions after reading a paragraph to check for understanding. Alternating reading may be used during instruction with learners who are more at ease and comfortable with reading aloud.
Happy reading!
Hazel
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2 comments:
I think this would be a very good model when working in small groups or a one-on-one setting; however, when dealing with large classes I think other methods would be best.
I use both paired reading and alternating reading while I am working with my students. I find that doing both makes the students more comfortable and helps them understand better. We read together until they stumble across a word they don't know or drop out. Then I finish reading the sentence or paragraph, and then we go back and reread it together. Hearing and doing it at the same time makes it easier for them to understand the passage, as well as ask and answer questions about it.
-molly.
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