Re-Reading

[Lisa Whitworth]

I love the idea of re-reading the previous day’s text to start the session. Having that success at the beginning will go a long way towards motivating my struggling readers. I’ve been starting with Switch It but I think this will work wonderfully. This group needs to hear praise for reading an actual story. And re-reading a decodable text will help them with their decoding as well as their fluency.
It will be beneficial for my other groups as well.

And thank you for the Quickreads books idea. They sound perfect for one of my boys. We test fluency at the end of each 9 weeks, and the 1st 9 weeks he read 131 wpm. While that number is wonderful, he read with absolutely no expression. That has been what the two of us are working on in our sessions. I did find a resource to help him remember to read with expression. GoNoodle has a free video called “Don’t Read Like a Robot”. (My students love it!) All I have to say is “Don’t read like…” and he finishes the title and then goes back and re-reads with expression.

[Lisa Whitworth]

I love the idea of re-reading the previous day’s text to start the session. Having that success at the beginning will go a long way towards motivating my struggling readers. I’ve been starting with Switch It but I think this will work wonderfully. This group needs to hear praise for reading an actual story. And re-reading a decodable text will help them with their decoding as well as their fluency.
It will be beneficial for my other groups as well.

And thank you for the Quickreads books idea. They sound perfect for one of my boys. We test fluency at the end of each 9 weeks, and the 1st 9 weeks he read 131 wpm. While that number is wonderful, he read with absolutely no expression. That has been what the two of us are working on in our sessions. I did find a resource to help him remember to read with expression. GoNoodle has a free video called “Don’t Read Like a Robot”. (My students love it!) All I have to say is “Don’t read like…” and he finishes the title and then goes back and re-reads with expression.

[Marnie]

Lisa, thanks for the recap of how you see Re-Reading working for your student.

It’s a good sign that your one “no expression” kid can solve his problem with just 1 prompt! He’ll probably be able to grow out of that soon. I wonder if he would like to record himself.

[Marnie]

Lisa, thanks for the recap of how you see Re-Reading working for your student.

It’s a good sign that your one “no expression” kid can solve his problem with just 1 prompt! He’ll probably be able to grow out of that soon. I wonder if he would like to record himself.

[Michelle Peterson]

I have always been a big advocate for re-reading text for fluency. I am excited to try this with my students using the passages that match their word work level. I am thinking this will greatly increase my students scores with their aims web probe for fluency. I also appreciated the Quickreads book idea for students. I have been teaching for 30 years and in years past we did a lot more re-reading for fluency and often the text was frustration level for the students. I feel, thanks to you, I can explain to the other teachers in my building why this is important.

[Michelle Peterson]

I have always been a big advocate for re-reading text for fluency. I am excited to try this with my students using the passages that match their word work level. I am thinking this will greatly increase my students scores with their aims web probe for fluency. I also appreciated the Quickreads book idea for students. I have been teaching for 30 years and in years past we did a lot more re-reading for fluency and often the text was frustration level for the students. I feel, thanks to you, I can explain to the other teachers in my building why this is important.

[Marnie]

Great, Michelle! I love how you are eating this course up!

I just want to add a caveat to your point….yes, the text that we put kids in for re-reading for fluency is originally, likely, a frustration level text. However, because of the teacher modeling, the text moves to Instructional and thento Independent. I think you understand that, but just want to leave that info up here for everyone to see.

IF a text is too hard for a student re-read on his own after I’ve modeled it 1-2 times, then I make sure I offer support in some way. For instance, I might just ask him to re-read the first page. Or, I might record my voice and let him follow along on the iPad. Or, I might ask an advanced reader to re-read it to him 1-2 more times. etc. Then, the passage isn’t at frustration and the student is starting to learn more and more of the words in that specific passage.

Thanks for sharing all of your thinking up here, Michelle! I know it will help those who follow after you….

[Marnie]

Great, Michelle! I love how you are eating this course up!

I just want to add a caveat to your point….yes, the text that we put kids in for re-reading for fluency is originally, likely, a frustration level text. However, because of the teacher modeling, the text moves to Instructional and thento Independent. I think you understand that, but just want to leave that info up here for everyone to see.

IF a text is too hard for a student re-read on his own after I’ve modeled it 1-2 times, then I make sure I offer support in some way. For instance, I might just ask him to re-read the first page. Or, I might record my voice and let him follow along on the iPad. Or, I might ask an advanced reader to re-read it to him 1-2 more times. etc. Then, the passage isn’t at frustration and the student is starting to learn more and more of the words in that specific passage.

Thanks for sharing all of your thinking up here, Michelle! I know it will help those who follow after you….

[Diane]

I like re-reading and I know it increases fluency and comprehension. I like the idea of the teacher modeling the reading. That can be done easily in the reading time. Also beginning the next session with re-reading is a good way to complete the cycle. I gave my granddaughter an assignment of re-reading Henry and Mudge with Mom. I hope to get back with her and read portions of it together.

Thanks for the good ideas.

[Diane]

I like re-reading and I know it increases fluency and comprehension. I like the idea of the teacher modeling the reading. That can be done easily in the reading time. Also beginning the next session with re-reading is a good way to complete the cycle. I gave my granddaughter an assignment of re-reading Henry and Mudge with Mom. I hope to get back with her and read portions of it together.

Thanks for the good ideas.

[Marnie]

Sounds like all is going smoothly, Diane.

I just had a breakthrough with a student whom I gave recordings of Nate the Great that I’d made. He was really resistant until recently. Today he re-read the first chapter of Nate the Great with no help from me. I was going to stop his reading after 2 pages but he just kept going! Later he said, “Is this a series?” Ahh, music to a reading teacher’s ears.

[Marnie]

Sounds like all is going smoothly, Diane.

I just had a breakthrough with a student whom I gave recordings of Nate the Great that I’d made. He was really resistant until recently. Today he re-read the first chapter of Nate the Great with no help from me. I was going to stop his reading after 2 pages but he just kept going! Later he said, “Is this a series?” Ahh, music to a reading teacher’s ears.

[Regina Henson]

I agree that rereading for fluency is such an important step to build confidence, fluency, and expression. This is something that I have always done at the beginning of our reading time. I may have to choose shorter passages or sections with my beginning readers. I sometimes try to do too much in the time I have and need more time for the other (Switch It and Read It) activities and new material so I can fit it all in.

[Regina Henson]

I agree that rereading for fluency is such an important step to build confidence, fluency, and expression. This is something that I have always done at the beginning of our reading time. I may have to choose shorter passages or sections with my beginning readers. I sometimes try to do too much in the time I have and need more time for the other (Switch It and Read It) activities and new material so I can fit it all in.

[Marnie]

Gina, sounds like a good plan. I always hate having to cut the re-reading time short too, but unless it is the current Most Pressing Need, it’s probably best to keep it short. Glad you’re seeing the benefits of Switch It and Read It. (Sort It may be a biggie too! 🙂

Getting kids that extra re-reading practice is a major aspect of Extend It. (That unit should be fleshed out by me in a week or so….) If we can prepare the child to be able to re-read on her own with a buddy, another adult, or using technological support, then she can still get in extra practice without us.

[Marnie]

Gina, sounds like a good plan. I always hate having to cut the re-reading time short too, but unless it is the current Most Pressing Need, it’s probably best to keep it short. Glad you’re seeing the benefits of Switch It and Read It. (Sort It may be a biggie too! 🙂

Getting kids that extra re-reading practice is a major aspect of Extend It. (That unit should be fleshed out by me in a week or so….) If we can prepare the child to be able to re-read on her own with a buddy, another adult, or using technological support, then she can still get in extra practice without us.

[Arlene Ford]

The element that will be difference from my usual practice when I do Re-Reading for Fluency will be the modeling by the teacher.  Previously I have most often just had the student reread the passage.  Teacher modeling is a great half step – adding more eyes on print in a relaxed, easier way!  I think before I felt this would be cheating and not effective i.e. the teacher would be doing the work for him.  The research and rationale makes a lot of sense!

[Arlene Ford]

The element that will be difference from my usual practice when I do Re-Reading for Fluency will be the modeling by the teacher.  Previously I have most often just had the student reread the passage.  Teacher modeling is a great half step – adding more eyes on print in a relaxed, easier way!  I think before I felt this would be cheating and not effective i.e. the teacher would be doing the work for him.  The research and rationale makes a lot of sense!

[Marnie]

Yes, I think the re-read modeling is especially important for any discouraged or simply struggling reader, Arlen. And glad it makes sense! I really admire and appreciate how many new ideas you’re willing to trial after having so much preparation in approaches with nearly opposite techniques!

[Marnie]

Yes, I think the re-read modeling is especially important for any discouraged or simply struggling reader, Arlen. And glad it makes sense! I really admire and appreciate how many new ideas you’re willing to trial after having so much preparation in approaches with nearly opposite techniques!

[Arlene Ford]

It is always good to be stretched!  It is good to think about the similarities and differences in our previous backgrounds.  Actually, for me, there are some common elements with Orton-Gillingham like the multi-sensory approach and being phonics based.  Reading Simplified definitely accelerates learning with activities that simultaneously integrate multiple processes at once and provides built-in review.  The streamline pathway that integrates sounds, length of words (cvc, ccvc, ms, etc), Frye words, and fluency is a grand way to put it all together to move students forward.  The program is simply and masterfully put together.  Thank you!

[Arlene Ford]

It is always good to be stretched!  It is good to think about the similarities and differences in our previous backgrounds.  Actually, for me, there are some common elements with Orton-Gillingham like the multi-sensory approach and being phonics based.  Reading Simplified definitely accelerates learning with activities that simultaneously integrate multiple processes at once and provides built-in review.  The streamline pathway that integrates sounds, length of words (cvc, ccvc, ms, etc), Frye words, and fluency is a grand way to put it all together to move students forward.  The program is simply and masterfully put together.  Thank you!

[Marnie]

Arlene, yes, this makes sense! But most people who I’ve encountered are so tethered to the program they’ve been trained in that they can’t see the similarities and the possible benefits of other techniques. But, yes, traditional synthetic phonics, and Orton-Gillingham specifically, and Reading Simplified have tons of similarities! Ya gotta teach the code! 😉

But I also love that you are seeing the vital differences that can potentially save teacher and student lots of time.

[Marnie]

Arlene, yes, this makes sense! But most people who I’ve encountered are so tethered to the program they’ve been trained in that they can’t see the similarities and the possible benefits of other techniques. But, yes, traditional synthetic phonics, and Orton-Gillingham specifically, and Reading Simplified have tons of similarities! Ya gotta teach the code! 😉

But I also love that you are seeing the vital differences that can potentially save teacher and student lots of time.

[Janet Haines]

Hello again!

I have used other rereading techniques in my room over the years, like readers’ theater, Great Leaps passages, and poems.  I have seen the benefits of rereading.  My struggle is the time factor.  I know the importance of getting it all done but it is challenging.  I am determined though.  I know my second and third grade groups really need this component.