Students have heard me use Reread numerous times already in the school year. Rereading is a critical skill in being a good reader. I ask them to speak with their elbow partner about a time when they had to reread something and why did they have to do it. We then discuss what was said.
Next, I ask them to tell their elbow partner why they think rereading helped them. We discuss their ideas for why rereading works and why we use it. This is a very brief discussion. I just want to activate their brain into focusing on rereading.
The next is a brief definition and explanation of what rereading is. I explain that rereading is when we back up far enough to help us understand and read again. Rereading is the one strategy that can help us with accuracy, fluency, vocabulary, and comprehension. It is one I want them to all become experts on this year. Students love the idea of becoming an expert and that they can teach it the strategy at some point in the year as review.
After the explanation I ask them to watch me carefully. On their white boards or in their head I want them to write down or take a note on what they see me doing, and what they notice about my thinking.
When I model I think aloud what my brain would do silently. Before I being I remind them that good readers can use more than one strategy at a time so they might see other things I do besides rereading.
I either choose a poem or a short story for this read aloud. This lesson I chose a multicultural short story, but will only read the first two pages. I try to begin with the new strategy right away so they have an instant idea of what rereading looks like. In this case, I reread when I mess up the words and then a little further down the page I reread because I don't understand.
After I have started with those strategies, I then make sure to model check for understanding and at least one accuracy strategy. This time I ended up modeling looking at the beginning, middle and end of the word. I make sure to model rereading at least twice more before I am finished with the couple of pages.
After I have finished reading, I want to discuss what they saw me do or think aloud. This is when I know who was really paying close attention because their is always one student that has an off the wall comment about what they observed.
I lead them through discussion having them point out how I reread and why. We then discuss any other strategies I modeled and why they think I had to use them.
For student practice, I ask them to take out their reading for fun book. I am going to ask them to sustain silent reading during this time. I also let them know that this is when I will be walking around to have students now model rereading for me.
All of my students love having me stop by their desk and listen to them read. I do not want them to actually have to get stuck or not understand to show me. When I get to them I ask them to show me rereading in their next few sentences or paragraph. They are showing off for me their understanding of rereading. At this time, I can help students who need it and validate students who are doing it correctly.