READ ALOUD AND STAMP IT
It is my opinion that daily success in reading aloud will foster word attack
skills as well as enhancing comprehension. I think it will also help with self
confidence. I devised this plan a few years ago to manage reading aloud by my
students.
Note: A para, coach, peer tutor, older student, or parent helper can be trained to do this!! Don’t try to do it all yourself. There probably isn’t enough time in the day to listen to all the students read aloud who will want to.
1. Find a short reading selection at
the student’s independent reading level. Make two copies of it. (You can find
such stories at your local teacher store)
-- One copy is for the student to read
from. This one is NOT WRITTEN ON.
-- You use the other copy to record
successful oral reading.
2. Students are instructed to PRACTICE
reading the selection to themselves. During PRACTICE, the student is encouraged
to ask for help on any word. I do not ask students to “figure or sound out
words” at this point. I may ask, “What do you think it is?” -- if I’m
confident the student knows the word. Otherwise -- TELL
the student the word.
3. The student lets me know when he/she is ready to READ ALOUD. (See Hat
Trick )
4. The student reads off one sheet, I keep the other one in front of me.
5. Student puts name and date on MY copy for me.
6. Using stamps, (they’re available at any discount store -- look like regular
markers but have stamps of cool figures in the end) I put a stamp by each line
the student reads at 100% accuracy on my copy. With a highlighter,
I highlight or underline any word the student misreads.
7. If a student has a great deal of difficulty, I either switch to an easier
story or read the story aloud to the child and put it away to be worked on the
next time. It’s a judgment call.
8. At
the end of READ ALOUD I count up missed words and write it at the top. The story
is put away to be done the next time. You will, hopefully, find that students
miss fewer words each time you do this. It builds their confidence.
9. Next time: During PRACTICE the student is given my sheet with the stamps and
highlighted words and we review words missed. When the student READS ALOUD, be
sure he uses the copy with no markings on it.
10. When 100% accuracy is reached, the child is justly praised and given the
sheet with all the stamps on it to take home to show parents. (By the way,
parents are informed about what the stamp means by the kids.) Sometimes, if I
really want to foster a child’s self confidence, I have the child read the
selection to the principal.
11. Based on your judgment, pick a harder (or about the same level) selection
for next time and start over. My rule of thumb is -- if a child gets 100% in 3
or less tries, they’re probably ready for a harder selection.
NOTES:
If comprehension is an issue, I ask pertinent questions at the end of each
PRACTICE session. I TELL the student the answer if they have trouble and give
instruction on how to “think about what you
read”. (Students should strive to “make a picture” in their
mind as they read. You need to tell some students and train them to do this.
Those with good comprehension skills seem to do this automatically.)
What if a student doesn’t want to
PRACTICE? I figure that’s great. Self confidence is improving and
we go straight to READ ALOUD.
Additionally, I use the stamps for students to read other “stuff” aloud. For
instance ... When I check work, if the quality of work doesn’t meet
expectations, I have the child it READ ALOUD the next time I see him/her and I
stamp accurate work. The student is asked to correct errors before reading the
assignment to me.
When the student is ready, the teacher will appear.
DISCLAIMER
This information is for educational purposes only. Much of the information is from classes and workshops I've taken AND GIVEN during my 30+ years of working with ADD & ADHD students - sprinkled with my own comments, thoughts and insights.
Some information is acquired from the INTERNET. Be aware that not all information on the WWW is accurate. Use your own judgment. This information is not intended to replace information from your doctor, therapist, lawyer, psychologist, nutritionist or psychiatrist. Consult your child's (or your own) doctor for additional input.
Editor: BJ Madewell
Wichita, KS area
316-733-9532
FAX not available
Email ADDchoices@aol.com or ADDchoices@yahoo.com
