Erica DuRossette Content Literacy Goodbye Round Robin You are asked to respond to the following questions.

Feel free to use your te tbook as you reflect on the infor!ation. "he point of the assign!ent is to know what you ha#e learned fro! this te t. $. %hare in your own words the authors& e planation of reading. 'hy is it necessary to understand this( Co!prehension is the essence of reading) it is a co!ple !ultidi!ensional process in which readers bring their own !eaning and e periences to the printed page to obtain !eaning fro! it. Reading is language* a cogniti#e process and a social acti#ity. +pg.$,-. "his is i!portant to know so that we understand what reading is and therefore know how to teach it.

/. 'hat is round robin and why is it used in !any classroo!s( Round robin reading is the practice of calling on students to read orally one after the other. +0age $1* 0aragraph $. "he reasons it is used in classroo!s still today is that it is traditionally how teachers ha#e students read !aterials out loud. 2t is also thought to be a good classroo! !anage!ent tool. 2t is used in reading assess!ent so that the teacher can assess as the class is working. 2t is thought to sa#e ti!e because the class as a whole is reading the !aterial aloud. 2t is also used because teachers do not know what other skill to use to ha#e their students read the !aterial. +0ages $$/,$$-. -. 2s oral reading i!portant( %hare the reasons discussed in the te t. Yes* reading is social as stated in question one. 3ral reading is necessary when we want to share infor!ation with so!eone else or when we as teachers need to deter!ine whether a child is using language cues effecti#ely. +pg.-. 4. 'hat are so!e of the proble!s associated with round robin reading( Round robin reading pro#ides students with an inaccurate #iew of reading +0g. $15/. 2n real life we are not gi#en a piece of te t and asked to present it without rehearsing and our audience is not asked to follow along but rather to listen and pay attention to the infor!ation being gi#en and the audience does not ha#e a copy of what we are reading !ost usually. 2t can potentially cause faulty reading habits instead of effecti#e reading strategies +0g. $15-. %tudents read at different rates so if they are asked to follow along while reading they !ay only be absorbing a few of the words and the !eaning of the reading is lost. 2t can cause unnecessary sub#ocali6ation +0g. $154. 7ecause oral reading is slower than silent reading the students sub#ocali6e e#ery word which !ay cause the! to read at slower rates. 2t can cause inattenti#e beha#iors* leading to discipline proble!s +0g. $158. %tudents do not follow along !ost of the ti!e but read ahead practicing what they are supposed to read which results in little attention to the !eaning of the passage.

Erica DuRossette 2t can work against all students de#eloping to their full potential +0g. $$5/. %tudents who !ake a !istake when reading orally will be corrected by others before they ha#e the opportunity to correct the!sel#es. 2t consu!es #aluable classroo! ti!e that could be spent on other !eaningful acti#ities +0g. $$5-. 3ral reading takes longer because it is slower than silent reading. "his causes a decrease in the nu!ber of words a student will read o#er a year. 2t can be a source of an iety and e!barrass!ent for students +0g. $$54. %ee abo#e state!ents 2t can ha!per listening co!prehension +0g. $$58. 2nstead of listening to others read students are focusing on what the print and lines ahead say. 8. 9ow can oral reading be used when working with struggling readers( Describe two of the strategies shared and how you !ight use these in the classroo!. 3ral reading can be used when working with struggling readers to help build confidence* added ti!e helps students to work through proble! areas so that when sharing* they are then able to read with ease and focus on e pression.+pg.:. 3ral reading can also be used to help struggling readers further de#elop co!prehension* students need to pay attention to not only the use of specific language but also typo graphical !arks to understand the author intent.+pg.:. ;. 'hy is oral reading i!portant for co!prehension( Describe two strategies you !ight use to de#elop co!prehension. Good co!prehenders are ones who de!onstrate an understanding of co!ple ity by using a #ariety of strategies when reading +0g. $-5$. "hese strategies include deter!ining which infor!ation is !ost i!portant* self,questioning* su!!ari6ing* inferring* predicting* interpreting* and i!aging. 'e can use oral reading to teach these strategies. "wo strategies you !ight use to de#elop co!prehension are think alouds which is when the teacher #erbali6es her thoughts while reading aloud which shows students what e perienced readers do to ensure co!prehension. +0g. $85$. 2nduced i!agery is another strategy and a way to teach students how to construct !ental i!ages. <. 'hat are the key words to re!e!ber when using oral reading for sharing and perfor!ance( Describe two of the strategies shared and how you !ight use these in the classroo!. "wo key words to re!e!ber when using oral reading for sharing and perfor!ance are for!al and infor!al. 'ays to share and perfor! !ay be that students are participating in a dra!atic play or reciting a poe!. "hings of this nature show students that these are ways for written language as a way of co!!unicating with others.