Check out my
Unit: Building Deep Reading Partnerships
on the Scholastic Website
In
our classroom, students have assigned reading partners with whom they share a
common interest in literature. Partners are assigned after I became
familiar with the students as readers.
Unlike typical buddy reading where students read with older or younger students during a set time period or when students read a shared book aloud together, Reading Partnerships in Room 13 is an experience that takes place over time. Using our classroom library index, students search for books that are "double copy" books. I try to collect more than one copy of many chapter books. In the classroom library, these books are located on a special "Double Copy" bookshelf so that students are able to easily located books when choosing a new book to read with their partner.
When first begin a reading
partnership, they agree to read the same chapter book over a period of
time. The book is not read aloud together, but rather partners read the
book independently and meet occasionally throughout their reading of the chapter
book.
Before
a reading partnership begins, students meet to plan their reading experience using the
Reading Partnership
Planning Sheet.
Partners set a specific
page number in the book to which they will read before meeting for their first
real discussion of the book. When both partners have reached the specified page number, they
get together
during the independent reading segment of
Reading Workshop. As noted on the Reading Partnership Planning Sheet,
partners come to the meeting prepared with thick questions and connections they
have made while reading. (See
Meeting Preparation Sheet and
Asking Thick
Questions Handout.)
Click here for more information about Thick vs. Thin Questions
The
number of meetings held during the reading of a single chapter book depends on the length of
the book and the students' rate of reading. The meetings provide an
important time for students to discuss literature in a meaningful and natural
way. It is fun to listen to the great questions that arise and the
different opinions that students have about the books that they are reading.
Inferring, questioning, and making connection are all important reading
strategies that are put into effect when students meet with their partners.
At
the end of a Reading Partnership, the partners must plan and give a book
talk of the book that they have read to the class. The book is then placed
in the Student Recommended Books basket for others to enjoy on their own
if the partners decide it is one that their classmates will enjoy.
Students must read at least one chapter book independently in between their
partner reading so that they are also reading books on their own.