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READING P -Peer A -Assisted L -Learning S -Strategies . Overview by Gail Gilmartin. What is PALS?. A class-wide peer tutoring program Students work in pairs or triads to practice and strengthen reading fluency and comprehension. Why Use Peer Tutoring?. Increasing diversity in classrooms

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what is pals
What is PALS?
  • A class-wide peer tutoring program
  • Students work in pairs or triads to practice and strengthen reading fluency and comprehension.
why use peer tutoring
Why Use Peer Tutoring?
  • Increasing diversity in classrooms
  • Broad range of achievement levels within classrooms
  • Increasing need to address variety of individual needs through differentiation
important features of pals
Important Features of PALS
  • Reciprocal roles (Coaches and Readers)
  • Structured Activities
  • Individualized
  • More time engaged on task
  • Includes ALL students
  • Opportunities for success for all students
  • Encourages positive peer interactions
  • Practical AND effective
  • Opportunities to monitor student progress
pals research
PALS Research
  • Statistically significant differences between students who participated in PALS vs Control group
  • Received ‘Best Practices’ status from Department of Education
slide6
PALS 2-6 Experimental ResultsImprovement in Reading Comprehension: Number Questions Answered Correctly
roles coaches and readers
ROLES: Coaches and Readers
  • Coaches
    • Provides prompts and helps ‘Reader’
  • Readers
    • Reads and accepts help from ‘Coach’
  • Partnerships rotate every 3-4 weeks
  • PALS is conducted 3 times a week for 35 minutes
pals timeline
PALS Timeline
  • Week 1
    • Student Training
  • Weeks 2-4
    • Partner Reading with Retell
    • Paragraph Shrinking
  • Weeks 5-17
    • Partner Reading with Retell
    • Paragraph Shrinking
    • Prediction Relay
required materials for pals
Required Materials for PALS
  • Teacher Materials
    • Timer
    • PALS Rules
    • Student Assignment Chart
    • Scripts
    • Command Card
    • PALS Video of lessons for students to watch (to model what PALS LOOKS and SOUNDS like)
required materials for pals10
Required Materials for PALS
  • Student Materials
    • Book
    • Question Card
    • Point Sheet
    • Pencil
    • Coach & Reader Folders
teacher s pals duties
Teacher’s PALS Duties
  • Assign Pairs and Teams
  • Select Text of Appropriate Difficulty
  • Monitor Student’s Reading and PALS Behavior
  • Assist ‘Coaches’ as needed
absent students and uneven pairs
Absent Students and Uneven Pairs
  • If two students are absent, their partners may be paired for the day. If the two students are in different books, the pair should use the weaker reader’s book.
  • Allow a ‘high-performing student’ to read independently.
  • Form a triad
reading triads
Reading Triads
  • Assign each of the students to be the coach during one of the three reading activities.
  • If a permanent triad is necessary because you have an uneven number of students, designate one as a ‘floater.’
  • Never place learning disabled or extremely low readers in a triad for more than one day, if at all possible.
selecting text of appropriate difficulty
Selecting Text of Appropriate Difficulty
  • Each pair may read from different texts.
  • Text should be at weaker reader’s level-no more than 10 errors per 100 words.
  • Determine page numbers or stories to be read ahead of time.
monitoring student s reading
Monitoring Student’s Reading
  • Provide positive feedback
  • Ensure correct PALS implementation
  • Ensure students are using proper correction procedures
  • Ensure cooperation between partnerships
  • Award BONUS points
  • Listen to EACH student
  • Listen for FLUENCY
  • Listen for quality of main idea statements
pals rules
PALS RULES
  • Talk to only your partner (or Mrs. G) and only about PALS
  • Keep your voice low
  • Cooperate with your partner
  • Try your best
partner reading
Partner Reading
  • Conducted for 11-12 minutes
  • Stronger reader reads aloud for 5 minutes
  • Weaker reader reads the same text for next 5 minutes
  • Weaker reader retells the story for 1-2 minutes
  • Readers should read quickly, accurately, and with expression
  • Coaches listen, correct mistakes, and mark points (earn 1 point for every sentence read correctly and 10 points for correct retell)
correcting errors
Correcting Errors
  • There are four types of mistakes to listen for:
    • Saying the word wrong
    • Leaving out a word
    • Adding a word
    • Waiting longer than 4 seconds
  • Use Correction Card to help with correction procedures
demonstration and practice
Demonstration and Practice
  • Coach and Reader read and mark points
  • Coach makes corrections, if needed
  • Reader retells story using Question Card
  • Both Coach and Reader are engaged at all times!
paragraph shrinking
Paragraph Shrinking
  • Conducted for 10 minutes
  • Stronger reader reads new text aloud for 5 minutes, summarizing each paragraph as they read
  • Weaker reader reads new text aloud for 5 minutes, summarizing each paragraph
  • Coach listens, corrects mistakes and marks points
paragraph shrinking21
Paragraph Shrinking
  • After each paragraph, using the Question Card, the Reader :
    • Identifies the most important ‘Who’ or ‘What’ (1 point)
    • Identifies the most important thing about the ‘Who’ or ‘What’ (1 point)
    • States the main idea of the paragraph in 10 words or less (1 point)
  • Training includes identifying paragraphs and the main idea
prediction relay
Prediction Relay
  • First 5 minutes- using the Question Card, the Stronger Reader:
    • Make a logical prediction (1 point)
    • Reads half of a page (1 point)
    • Checks the prediction (1 point)
    • Makes a new prediction
    • Continues to read
  • Second 5 minutes- using the Question Card, the Weaker Reader:
    • Make a logical prediction ( 1 point)
    • Reads half of a page (1 point)
    • Checks the prediction (1 point)
    • Makes a new prediction
    • Continues to read