Archive for March 7th, 2012

Here are a few tips on how to set up a buddy reading work station from my book Practice with Purpose. What ideas do you have for this station? Have you used one in your classroom?

Two students sit beside each other on the floor. Each holds a copy of the same fiction book. They are reading a chapter silently and then using discussion cards to talk about what they read. The cards relate to a reading strategy their teacher has been modeling in whole-group instruction—inference.

They take turns reading the cards and then talking about what they think. For example, one the “I Can” list in the buddy reading basket and have chosen the option “I read a paragraph; you read a paragraph.” They are reading the assigned chapter for science in this way and stop to discuss their reading at the end of each section. When they have finished all the assigned reading, they answer the questions in the textbook together. One is the recorder and writes their answers on notebook paper.

Ideas for the Work Station
Teachers like buddy reading because it doesn’t take up much space and is easy to get started. All you need for this station is a basket (discount stores sell some that are just the right size and price!) and two copies of the same book or other short text. This is a portable station that can be taken anywhere in the classroom; you will be wise to set up predetermined places, though, so it doesn’t get overcrowded in any one area of your room. You might set up two or three buddy reading stations to accommodate more pairs of students.

You might set up different-colored buddy reading baskets for students reading at different levels or put three or four titles at different levels in one basket and code them with colored dots to help students find books at their independent reading levels.

Provide sticky notes and pencils, too, so kids can mark where they finished reading for the next time. Use a variety of texts over time, including popular chapter books, your basal reader, and social studies and science textbooks. It is wise to provide shorter text at this station so students have time to finish reading something and discuss it. Include lots of nonfiction, such as current events clipped from the newspaper, Eyewitness books, fact books such as the Guinness Book of World Records, and Cross-Section books.

To help students know exactly what is expected of them at this station, here are some possibilities for the “I Can” list:
I Can . . .
■ Read the same chapter as my buddy and discuss it when we’re finished reading.
■ Decide how we’re going to read here (together orally; you read a page aloud, I read a page aloud; silently to a certain place).
■ Read a nonfiction text together and discuss it as we read it. Then we can write a summary of what we learned as we read.
■ Use the chart on how to read nonfiction text to remind us not to skip any parts.
■ Write questions about what we read for the next kids who come here to read this text. We can put our questions on a sticky note and write the answers on the back.

How the Buddy Reading Work Station Supports Student Performance on State Tests

Having students practice reading at this station builds both comprehension and fluency. The main thing tested on standardized reading tests is comprehension. Having buddies to talk with about reading can increase student interest and engagement and encourage them to read more than they might on their own. When students pair up and practice reading orally, fluency can really improve as well. Improved fluency often aids comprehension. If the standardized test is timed, this can be a real boon to student performance on the test.

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