Collaborative Student Groups

Mentor Reading

Mentor Reading is a researched-based fluency strategy used with readers who lack fluency. In this strategy, my students read aloud to each other. When using partners, my more fluent readers are paired with less fluent readers, which in this case a 3rd grader is paired with kindergartener. My students read a story that they have already read or read a story from their Kinder buddy's book box. When done purposefully and consistently, my students have become very fluent readers and enjoy reading more.

Strategy Resources (5)
Students In Action
 
 
Student Handout
 
 
This document describes how to pair students in mentor reading, pairing them either by same reading ability or by high level readers with low level readers. Also, lesson plans are provided to help you establish mentor reading in the classroom.
Student Handout
 
 
The Fluency Self Reflection sheet allows students to either rate themselves or rather their peers in terms of their rate, expression, accuracy, and punctuation. It also allows them to identify one specific skill they will continue working on. Have them complete this as a way to close their mentor or buddy reading session.
Student Handout
 
 
This "Mentor Reading Coaching Sheet" offers students different coaching strategies for comprehension and fluency, as well as pre-reading, during reading, and after reading activities. Laminate or place in a sheet protector so that mentor readers can refer to them while reading nonfiction and fiction texts and 'check off' questions they've asked.
Student Handout
 
 
These are leveled comprehension questions to ask during mentor or buddy reading. This is a quick way for peers to check for their classmate's understanding while reading a text together. Students can either choose the leveled 1 questions (more literal, lower level Bloom's) or the leveled 2 questions (higher Bloom's questions).
Students In Action
 
 
Student Handout
 
 
The Fluency Self Reflection sheet allows students to either rate themselves or rather their peers in terms of their rate, expression, accuracy, and punctuation. It also allows them to identify one specific skill they will continue working on. Have them complete this as a way to close their mentor or buddy reading session.
Student Handout
 
 
These are leveled comprehension questions to ask during mentor or buddy reading. This is a quick way for peers to check for their classmate's understanding while reading a text together. Students can either choose the leveled 1 questions (more literal, lower level Bloom's) or the leveled 2 questions (higher Bloom's questions).
Student Handout
 
 
This document describes how to pair students in mentor reading, pairing them either by same reading ability or by high level readers with low level readers. Also, lesson plans are provided to help you establish mentor reading in the classroom.
Student Handout
 
 
This "Mentor Reading Coaching Sheet" offers students different coaching strategies for comprehension and fluency, as well as pre-reading, during reading, and after reading activities. Laminate or place in a sheet protector so that mentor readers can refer to them while reading nonfiction and fiction texts and 'check off' questions they've asked.
Mark Montero
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Long
Subject:
English / Language Arts
Grade:
Third grade
Similar Strategies
Feedback Systems
Teamwork Self-Assessment Rubric

At the conclusion of our team sessions my students self-assess, give feedback/compliments to one another, and agree or share out their disagreements with one another. Our two areas of focus right now are collaboration and accountability. My students score themselves on a scale from 1-4 on these habits and then track their progress daily/weekly in order to consider their next steps or provide feedback to one another. Perhaps most importantly, the sentence stems within the rubric help my students develop a repertoire of conversational skills they will need in the 21st century and beyond.  

 
Blended Learning Model Overviews
Rotation Enables Small Group Lessons

At Aspire Titan Academy, we use a rotational model where some students engage with interactive software, enabling small group lessons for others. Our students have 90 to 120 minutes of individual computer time daily. Our rotational model is currently evolving to use more programs and create more rotations. The goal is to increase the opportunities for small group instruction where we can better meet individual needs.

Number of Students: 26 students

Number of Adults: one teacher; various other adults support during specific times (e.g., Blended Learning Coordinator, Special Education Teachers, etc.)

Length of Class Period/Learning Time: 60 minutes--two 30  minute rotations (Math Block)

Digital Content/Ed Tech Tools Used on a Regular Basis: DreamBox

Hardware Used on a Regular Basis: Lenovo ThinkPads (1:2 ratio); SMARTboard; Document Camera; iPad (for teacher)

Key Features: station rotation; student agency


 
Assessment & Data
Multiple Sources of Data

Since we use a preselected curriculum for math, the majority of data is collected and analyzed using the highlighted resources. Being a blended learning school we know it's important to look at multiple sources of data and consider where our students are at at that time whether at the start, midpoint, or end of a unit. Using each assessment as a snapshot of where students are at in order to plan/prioritize for both online and offline instructional strategies/steps is my main focus. (See screencast for further information) 

 
 
Something went wrong. See details for more info
Nothing to upload
details
close