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
Instructional Openings
Real World Hook

One way we bring authenticity to our lessons is by making explicit connections or real world hooks to what we're learning. What I particularly enjoyed about our persuasive writing unit is that we were able to identify real problems in our own school community and to think of solutions. It then brought about real change in our school, and in this case brought about getting more magazines into the classroom which was an identified need of our class.

 
Feedback Systems
Blended Learning Peer Data Reflection

This strategy is implemented prior to our BL chat, as an on demand writing/quick write. Students are given a prompt on reflecting on their recent blended sessions, for example, A success I am having is_____, and a concern I am having is_____, prior to viewing our data. Once students are ready to share they pair up randomly in groups of 2-3 and debrief their concerns and solutions, or answer the prompt that day. I note what their concerns are, then we strategize how we can address them as a class, who are the students we can reach out to for help. Then we close by sharing/celebrating their successes. We review our class data for each of our (3 main) programs, and the highest performing students, as well as the students who have improved from the last round are rewarded with a blended learning all star certificate and all star selfie picture to take home. The all star performers may select a small educational prize, like a book, bookmark, or poster.This strategy is implemented to have students problem solve around concerns and solutions they are noticing during blended learning or within particular program lessons. These chats are very informal and solution oriented. Students go through a series of questions which aim to instill personal reflection: how have I been doing on I-Ready, My-On, and Dreambox? Why? What am I doing well? What can I do to improve? 
The big idea is to connect our data reflections to the next, in order to identify if we have reached our goal as a team.

 
Assessment & Data
Blended Assessments for ELA

Our students take several online assessments which gives us more data on each student's reading development, their gaps in reading, and their strengths. These online assessments help give a more holistic approach to a child's reading development since we are using multiple assessments. Included are the assessments in iReady, the STAR Enterprise, and My On.

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