I just attended a workshop where the presenter said that you send the 
children off to a different places in the room to rad aloud, and you 
circulate to listen to them read. SHe also said that she has children read 
quietly and the child that she is listening to in a regular voice. Also she 
recommended not using the kidney table because that reflects the childs 
voice to the child next to him/her. I plan to try this after the break. It 
makes sense and my kids already like reading all over the floor in their own 
special place, so I figure circulating shouldn't be a problem.
Oh, she did say the same independent readers, but that she stilll likes 
listening to them. She said she only takes a minute or two to listen to each 
child from the group.
Hope this helps. Liz
----- Original Message ----- 
From: "Carol Carlson" <[EMAIL PROTECTED]>
To: "Mosaic: A Reading Comprehension Strategies Listserv" 
<mosaic@literacyworkshop.org>
Sent: Friday, December 15, 2006 9:46 AM
Subject: Re: [MOSAIC] Round robin reading


> Hi, all,
> I'm turning to all you expert first grade teachers.
> I had primary discussions yesterday with first grade teachers
> regarding round robin reading. Our state guidelines say, oral
> reading, but not round robin reading during guided reading. First
> grade teachers took issue with this, saying they needed to have oral
> reading to listen for decoding strategies.
> I know there is a difference between round robin and oral reading.
> My questions are:
> 1. Is oral reading necessary for emergent readers during guided
> reading ALL THE TIME?
> 2. I emphasized that by the time students are reading for
> comprehension, silent reading is encouraged. Is there a certain level
> whereby students should be reading independently rather than orally?
> 3. How do you balance the need to listen to students for decoding/
> fluency with scaffolding silent independent reading?
> Thanks for aly help
>
>
>>
>>
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>
>
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