Jessica Myers Content Lit M 1-4pm 4/6/14 Goodbye Round Robin Response 1.

Share in your own words the authors e!p"anation o# readin$. %hy is it necessary to understand this& Readin$ is "an$ua$e because the reader uses semantics' synta!' and $raphophonics to create meanin$. Readin$ is a co$niti(e process because the reader is constant"y ma)in$ predictions and chec)in$ them to ma)e sure meanin$ is maintained and i# not ma)e corrections to restore meanin$ to their readin$. *nd #ina""y' readin$ is a socia" acti(ity because readers choose di##erent types o# readin$ dependin$ on the conte!t o# the situation. +p$. ,--' p. 1--. /t is important to understand this because this is the reason behind the need to teach readin$. 0his e!p"ains what students need to )now in order to become $ood readers. Students need to )now how to used cuein$ systems to he"p them read better' and how to chec) that meanin$ has not bro)en down durin$ their readin$. ,. %hat is round robin and why is it used in many c"assrooms& Round robin is a teacher-directed who"e $roup instruction strate$y in which the teacher ca""s on students one at a time to read portions o# the te!t whi"e the others students #o""ow a"on$ si"ent"y. +p$. 11' p. 1. / thin) this method is used in many c"assrooms because e(eryone is supposed to be readin$ a"on$ which' in theory' wou"d a""ow the students to practice their word reco$nition and a""ow the student readin$ to practice readin$ ora""y. -. /s ora" readin$ important& Share the reasons discussed in the te!t. 2ra" readin$ is important because it can encoura$e the students desire #or readin$ when they hear the teacher read a"oud di##erent readin$ materia"s. +p$. -' p. ,. 2ra" readin$ a""ows students to share with each other in #orma" and in#orma" ways such as discussin$ a boo) they are readin$ or participatin$ in reader s theater. +p$. 4' p. 1. /t a"so he"ps be$innin$ readers understand that what can be written can be read a"oud3 which a"so he"ps the student understand that writin$' spea)in$' "istenin$' and readin$ are a"" part o# the "an$ua$e process. +p$. 4' p.,. 2ra" readin$ he"ps students e!pand their "istenin$ (ocabu"aries' which he"ps readers identi#y #ami"iar words in their readin$. +p$. 4' p.-. 2ra" readin$ he"ps students de(e"op readin$ s)i""s such as #"uency' e!pression' and phrasin$. +p$. 4' p. 1. 5n$"ish "an$ua$e "earners bene#it #rom ora" readin$ when it is used in acti(ities "i)e Chora" Readin$' which a""ow those students to practice the "an$ua$e in a ris)

#ree en(ironment. +p$. 4' p. ,. Readin$ a"oud can bui"d con#idence in students because they are ab"e to rehearse and de"i(er a success#u" readin$. +p$. 6' p. 1. 2ra" readin$ ca he"p de(e"op comprehension because it a""ows student to practice readin$ the te!t the way the author meant it to be read dependin$ on typo$raphica" cues. +p$. 6' p.,. 0eachers can use ora" readin$ as an assessment too" to determine what readin$ strate$ies a student is usin$ and what s)i""s need de(e"opment. +p$. 6' p. -. 2ra" readin$ a""ows students to be aware o# their $rowth as readers when their readin$ is recorded. +p$. 7' p. 1. 8y usin$ ora" readin$ with per#ormance or shared readin$' it $i(es students additiona" time to practice meanin$#u" readin$. +p$. 7' p. ,. 2ra" readin$ meets standard #our o# the /R*/9C05 5n$"ish Lan$ua$e *rts standards. +p$. 7' p. -. 4. %hat are some o# the prob"ems associated with round robin readin$& 0here are many issues with round robin readin$ inc"udin$ the #act the it $i(e students an inaccurate (iew o# readin$ because it ma)e students thin) that readin$ need to be done with per#ect accuracy. +p$. 11' p. ,. Round robin can cause students to de(e"op bad readin$ habits that distort meanin$ when readin$. +p$. 11' p. -. /t can a"so cause students to interna"i:e sub(oca"i:ation because o# si"ent reader ha(in$ to s"ow down to #o""ow a"on$. +p$. 11' p. 4. Round robin can a"so cause disrupti(e beha(iors because #aster readers $et bored3 student a"so tend to not pay attention because they are worried about the part they wi"" be readin$. +p$. 11' p. 4. Student tend to correct each other when somethin$ is incorrect"y read a"oud' which can cause stru$$"in$ readers to "ac) de(e"opment o# se"#-correction strate$ies and se"#-monitorin$ strate$ies. +p$. 11' p. 1. Round robin waste c"ass time that cou"d be spent on other acti(ities because "on$er to read a"oud. +p$. 11' p. ,. Readin$ a"oud can cause an!iety and embarrassment #or students because they do not ha(e an opportunity to rehearse. +p$. 11' p. -. Round robin readin$ causes distractions durin$ readin$ because the student not readin$ are readin$ ahead si"ent"y or practicin$ their part instead o# tru"y "istenin$ to the reader. +p$. 11' p. 4. 4. ;ow can ora" readin$ be used when wor)in$ with stru$$"in$ readers& <escribe two o# the strate$ies shared and how you mi$ht use these in the c"assroom. 2ne ora" readin$ strate$y that can be used when wor)in$ with stru$$"in$ readers is Read-*"oud. Read-*"oud can be used with students $rades )inder$arten to ei$hth. /n Read-*"oud a teacher mode"s pro#icient readin$. 0hey wi"" a"so mode" with e!a$$eration the readin$ strate$ies that they use whi"e readin$. *#ter the readin$ the c"ass spends time discussin$ the Read-*"oud and why the reader used the strate$ies they used. +p$. 67-=1' p. 1-6. / cou"d use this strate$y in my c"assroom with teachin$ speci#ic strate$ies #or readin$. >or instance i# we needed to #ocus on predictin$' / wou"d e!p"ain what ?uestions / was #ormin$ and why / thou$h certain thin$s mi$ht happen. 0hen / wou"d e!p"ain how / chan$ed my thin)in$ as / read on #urther.

*nother ora" readin$ strate$y that can be used with stru$$"in$ readers is recorded te!ts. Recorded te!ts are commercia""y produced C<s that ha(e poems' short stories and more recorded on them by a pro#icient reader. Students can "ist to recorded te!ts instead o# doin$ paired readin$. Recorded te!ts are based on the same theoretica" #oundation as the paired readin$ can that is why they can be used instead. +p$. =6' p. 1-4. / cou"d use this acti(ity within my readin$ wor)shop as one o# the stations that students can use. / cou"d a"so incorporate a recordin$ session into this station so that student can hear themse"(es read. 6. %hy is ora" readin$ important #or comprehension& <escribe two strate$ies you mi$ht use to de(e"op comprehension. 2ra" readin$ is important #or comprehension because it a""ows students to see how a pro#icient reader uses their readin$ strate$ies. +p$. 1-' p. 1-,. * comprehension strate$y that can be tau$ht throu$h ora" readin$ is /nduced /ma$ery. /nduced /ma$ery in(o"(es the teacher mode"in$ how to construct a menta" ima$e when they read and then $uidin$ students in ma)in$ their own menta" ima$es. +p$. ,1' p. 1-4. / cou"d use this strate$y durin$ who"e $roup instruction and in con@unction with other readin$ strate$ies "i)e Read-*"oud. / wou"d use this to he"p de(e"op comprehension by as)in$ ?uestions that ha(e students share what menta" ima$e they had when certain parts were read. *nother comprehension strate$y that uses ora" readin$ is' Say /t Li)e the Character. Say it Li)e the Character he"ps students read the te!t the way the author intended it to be read. /t he"ps students "earn to ma)e in#erences about intonation and #ee"in$ when readin$. 0his techni?ue re?uires students to read the way they thin) the character wou"d actua""y say it. +p$. -,' p. 1-4. / cou"d use this techni?ue a"on$ with readers theater and ha(e the students brea) down the way that each part shou"d be read. / cou"d re"ate this to comprehension by ha(in$ students try readin$ the parts di##erent ways to see what sounds the most correct. =. %hat are the )ey words to remember when usin$ ora" readin$ #or sharin$ and per#ormance& <escribe two o# the strate$ies shared and how you mi$ht use these in the c"assroom. 0he )ey words to remember when usin$ ora" readin$ #or sharin$ and per#ormance are preparation and audience because the intent is to share and communicate in#ormation to others. +p$. 4-' p .,. 2ne strate$y that can be used #or sharin$ and per#ormin$ is Re(ised Radio Readin$' which is student per#orm portions o# te!t that ha(e rehearsed. 0he student ta)es on the ro"e o# radio announcer and the other are the audience. *#ter the readin$ the $roup has a discussion about the passa$e. +p$. 44' p. 1-4.. / wou"d use this strate$y with sharin$ reports in science or history as a #un way to share new in#ormation.

*nother strate$y #or sharin$ and per#ormance is Shared 8oo) 5!perience' which is the teacher read a boo) a"oud and the student reads a"on$ when they can. /t shou"d be done with repeated readin$s so that the students "earn to read with e!pression and wi"" a""ow #or a deeper comprehension o# the te!t. +p$. 46' p. 1-=. / cou"d use this strate$y durin$ sma"" $roup wor) or with "ar$e $roup when teachin$ new concepts.