Activity Description

Preparation:

1. Create files for each student where materials and worksheets can be stored by the student, teacher, and buddy
2. Make up reading buddy packages
    a. Include the reference card, contract, and reading log (one per buddy)
3. Print copies of reading chart used to track weekly sessions (one per student)
4. Print copies of student response cards that students will fill out after each session (a large stack that is accessible to buddies for each session)
5. Ensure that the classroom has an accessible and diverse collection of reading materials for students to choose from in each session
    a. Ensure that a variety of topics and reading levels are available to suit all students
b. For example: magazines, music, picture books, beginning chapter books, comics: anything engaging
6. Hold a training session for reading buddies or parents
    a. Explain the rationale behind paired reading
    b. Have the reading buddy commit to weekly times to read with a particular student
    c. Provide reading buddies with the necessary worksheets and materials
    d. Teach the process explained below

Implementation:

Note that this implementation is done by the reading buddy.

Introduction: Preparation for Reading Buddies

1. Give the student a simple explanation of how paired reading works
    a. For example, “We are going to read some books aloud together. When you are ready, you will give me a signal and I will let you continue to read by yourself.”
2. Agree upon signals for beginning reading and for reading independently
    a. For example: a nod of the head, a tap on the back of the hand, or a word or phrase such as “1-2-3-begin”  
3. Agree on a time commitment and fill out the contract
    a. Read over the contract together
    b. Explain that a contract means a promise that you are not supposed to break
    c. When all decisions about time, place, and length of reading have been decided, fill in the page together and sign the bottom
    d. Store the contract in the student’s file

Model the Paired Reading Process by Being a Reading Buddy

5. Allow the student to choose his or her own reading material
6. Use the agreed upon starting signal
7. Read in unison with the student, matching your pace to the pace of the student
8. Encourage a steady reading pace
9. Be ready for the student to use the signal for independent reading
    a. When this happens, make a sign of encouragement and follow along silently
10. When a mistake is made, correct the word and then continue reading in unison with the student
    a. If a student makes a mistake and keeps reading, stop, give the correct pronunciation, have the student say it with you, and then continue reading in unison until the student gives the signal for independent reading
11. If the student is attempting to figure out a word, wait 4 seconds for decoding
    a. If the student has not decoded it after 4 seconds, provide the correct word and have the student say it with you, providing the meaning if necessary
    b. Continue in unison until the student gives the signal that he or she wishes to read independently
12. Praise the student’s independent reading
    a. Offer positive feedback throughout the reading to encourage their progress
13. Talk about the book during and after the reading session
    a. Stop reading occasionally to connect to, and comment on, the text  
        • For example, “Wow! This part is very exciting!” or “This reminds me of last week when I made soup for dinner!”
b. Ask questions about what is happening, or what you have learned so far
        • For example, “What have you learned so far about dump trucks?”, or “Why do you think Ava is so protective of her younger brother?”
c. After reading, ask reading comprehension and review questions
        • For example, “Who did Kelly go to visit at the fire station?”
14. When you are finished reading, fill out the student and reading buddy logs
     a.  Record comments about the students’ reading progress, book choice, etc.
     b.  Discuss the day’s reading with the student
     c.  Have the student fill out the student response card

Adaptations For

English Language Learners/ESL:

- Before beginning a new book, skim through the book together to identify and learn difficult words

LD/Reading & Writing Difficulties:

- Review the shared reading process before each session
- Consistently review & practice decoding strategies
- Provide students with a visual guide, like a cue card, ruler, or finger

Cultural Appropriateness & Diversity:

- Allow students to choose books of interest to them
- Ensure books available represent a wide range of themes and experiences

Differentiated Instruction:

- With additional support, train stronger readers to be buddy helpers

Related References

Evidence:
Henry, C. (1996). Reading buddies: A first-grade intervention program. The Reading Teacher, 49, 500-503.