Activity Description

Preparation:

1. Organize students in reading partners based on similar reading ability

Implementation:

1. Explain to students that they will be taking turns reading a book with their partner
   1. One student in the pair will read one page of the book and then their partner will read the next page, continuing to take turns until the entire book is read
   2. Ideally, students will read the same page multiple times
   3. After reading, students will share their challenges and/or success of reading
2. Organize students in pairs
3. Have students choose a book and find a place in the classroom to read with their partner
   1. Allow students to read with minimal interference from you
4. Once pairs are finished reading their books, ask them to discuss with their partner the challenges they faced while reading and identify strategies that worked
5. After the pair discussion, invite students to share their reading strategies with the entire class
   1. Make a list of the strategies shared on the blackboard
6. Have students re-read the book with their partner using the reading strategies discussed
   1. Encourage students to refer to the listed strategies on the blackboard while reading

Adaptations For

English Language Learners/ESL:

- Partner ELL students with students who have more proficient English oral skills
- Encourage non-ELL students to model fluency for their ELL partner
- Provide ELL students time to review book before activity

LD/Reading & Writing Difficulties:

- Review and model reading strategies prior to engaging in activity
- Facilitate conversation between partners
- Provide extra time for reading
- Write instructions on board and/or provide students with written instructions
- Allow students to review the book beforehand

Cultural Appropriateness & Diversity:

- Provide books that represent all backgrounds, genders, exceptionalities and avoid books with stereotypes
- Allow students to read graphic novels

Differentiated Instruction:

- Explicit instruction of reading strategies
- Encourage the sharing of reading strategies
- Allow students to choose books that are appropriately challenging
- Allow students to choose books that pique their interest

Related References

Evidence:
Koskin, P. & Blum, I. (1986). Paired repeated reading: A classroom strategy for developing fluent reading. The Reading Teacher, 40, 70-75.