SCAFFOLDED READING EXPERIENCES DURING READING
WAYS TO READ IN CLASS
Interactive/Dialogic Read Alouds – Teacher reads a book that is above the students’ independent collective reading level aloud to the class. The teacher asks questions before, during, and after reading.
Repeated Readings – Teacher reads the book. Then, students read the book individually.
Assisted Readings—Computer assisted, listen to a recorded reading with hyperlinks to provide vocabulary definitions
Choral Reading – Whole class reads aloud together
Echo Reading – Teacher reads a sentence. Student reads a sentence.
Guided Reading Groups – Teacher works with small groups of readers, using choral or echo (see above). The teacher provides decoding support to students as needed. The session ends with discussion about the meaning of the text.
Reading Guides – Students read independently using teacher-selected strategies that the teacher has determined are most appropriate for scaffolding certain text sections.
Reciprocal Teaching – A structured and collaborative small group approach. Students take turns assuming the role of the teacher where they lead discussions about the text, guiding their peers through prediction, clarification, questioning, and summarization strategies.
Directed Reading Thinking Activities – Students start by making predictions about a text based on its title, headings, and initial content. Students read independtly up to the teachers' pre-determined spot. They then check and revise their predictions as a group. This process continues throughout the text.
Partner Reading – Student 1 reads a page. Then, student 2 reads a page. This is a good way to encourage parents to read with their children at home.
Readers' Theater – Students have a part and read from a script. First, they practice their parts before reading aloud in performance style.
Reciprocal Teaching – A structured and collaborative small group approach. Students take turns assuming the role of the teacher where they lead discussions about the text, guiding their peers through prediction, clarification, questioning, and summarization strategies.
Directed Reading Thinking Activities – Students start by making predictions about a text based on its title, headings, and initial content. Students read independtly up to the teachers' pre-determined spot. They then check and revise their predictions as a group. This process continues throughout the text.
LRD (Listen Read Discuss) – good for English Language Learners and struggling readers when texts are at the frustration level (beyond the instructional level). Tell the students everything about the text before they read. Then students read. After readings, the students retell what they read.
Popcorn Reading – Student reads a page and then calls on next student to read. Students can opt out but must then call on the next person for efficiency sake.
Round Robin – Assign pages or paragraphs for students to read before reading. Give students time to practice their section, preferrably overnight. Then, the students read their parts in order aloud.
Whisper Reading – The teacher sits behind the student and points to the words. The student and the teacher both read. The teacher reads at a pace slightly faster than the student and tells the student not to worry because he/she will read faster with practice. The teacher whispers when the child is reading confidently and reads a little louder when the child is having difficulty. This is to build fluency.
Jig-Saw – Each student in a group is assigned a different section of a text or one text from a text set. Then, students share what their text was about with the group.
