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Ms. Lewis’ Classroom Edit display name

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I have been doing partner reading in my classroom. Higher students are partnered with lower students. Student pairs are given a bag of books on a text level which is in between both students’ actual levels. My bags included one fiction novel, three nonfiction articles, and three or four short-read/nonfiction texts or magazines. Students pick a book out of their bag and then read from that text aloud at the same time. Students are given multiple texts so they feel like they are picking their own reading material (even though the teacher is choosing the text level) and they feel like they have ownership over their own reading. Students also have multiple bookmarks and a pad of paper for writing down words they don’t know in their bag. I have been having incredible results with this program. I love it. I am hooked. It takes the place of my “silent sustained reading time”. What really sold me on the program was: 1. Students were totally engaged because a partner was reading with them. 2. Students were engaged because they were reading aloud. 3. Students were increasing their fluency rate because another student was pushing them to go a little faster. 4. Students were more engaged in the material because they were choosing their book and having a discussion about it with their partner. I have had students shoot up multiple levels in reading already this year. Here’s where the grant comes in. I need more books! I need more of the shorter, nonfiction texts. These texts are the favorite book choices of most students. These books are interesting and not as overwhelming as a full novel.

About my class

I have been doing partner reading in my classroom. Higher students are partnered with lower students. Student pairs are given a bag of books on a text level which is in between both students’ actual levels. My bags included one fiction novel, three nonfiction articles, and three or four short-read/nonfiction texts or magazines. Students pick a book out of their bag and then read from that text aloud at the same time. Students are given multiple texts so they feel like they are picking their own reading material (even though the teacher is choosing the text level) and they feel like they have ownership over their own reading. Students also have multiple bookmarks and a pad of paper for writing down words they don’t know in their bag. I have been having incredible results with this program. I love it. I am hooked. It takes the place of my “silent sustained reading time”. What really sold me on the program was: 1. Students were totally engaged because a partner was reading with them. 2. Students were engaged because they were reading aloud. 3. Students were increasing their fluency rate because another student was pushing them to go a little faster. 4. Students were more engaged in the material because they were choosing their book and having a discussion about it with their partner. I have had students shoot up multiple levels in reading already this year. Here’s where the grant comes in. I need more books! I need more of the shorter, nonfiction texts. These texts are the favorite book choices of most students. These books are interesting and not as overwhelming as a full novel.

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