Reading Strategies

Partner Reading:  Pair students up to take turns reading to each other. Partners work together to ask questions as they read, to summarize, and to predict. To pair students effectively, number your students according to reading strengths and divide them in half.  If you have thirty students, number one pairs with number sixteen and number fifteen pairs with number thirty.  Pair the rest of your students using the same method

Jigsaw: Students are assigned to one of several heterogeneously grouped study teams with a text or text segment to read and a set of questions or goals to discuss. All the students in this group become “experts” on that particular text. These “experts” are responsible for teaching the content of their area to other students, who read and become “experts” on other sections of text. Once the study groups have answered their questions or met their goals, each member of the study team joins representatives from each other’s team to form a “jigsaw” group. Each member of the new group teaches the piece with which he or she has developed “expertise” from his or her study team. 

“jigsaw” groups

Expert Reading:  Students are assigned segments of the text that they are to practice reading. After they have practiced reading their section, they are to develop questions to ask their peers regarding that section. The following day, the students read their section aloud.  Once their section is finished, they may ask their peers the questions they developed. If necessary, students may reread sections of their selection in order to help their classmates answer the questions. Although this may seem similar to round robin reading, it differs in one very specific way: Students are given time to practice their reading before they are asked to read in front of their peers.

FORI (Fluency Oriented Reading Instruction): FORI reading involves students in repeatedly reading a selected text (usually a short, complex text) several times over the course of a week. The text is first read aloud by the teacher with the students following along in their own copy. A discussion is held in order to direct attention to the importance of comprehension early on in the lessons. Over the next few days, the students echo, choral, and partner-read the text.