While I encourage, and even require, oral reading instruction in middle schools, I don’t countenance round robin. Engage your kids in paired reading and they’ll get much more oral reading practice than in the round robin approach.
First, make sure the kids know what you are up to, that they have English dictionaries, and that they recognize what the challenge is. Rereading and background knowledge are particularly important scaffolds.
We want students to understand stories as more than a bunch of structural blocks. Stories are really about conflict, and story maps don’t get at this idea very well. I developed a technique, character perspective charting, that helps kids to summarize the conflicts among characters.
When kids get the opportunity to discuss something with a partner before responding to a teacher question, positive outcomes have been seen in the primary grades in reading and in the upper grades with second-language learners.
Vocabulary learning is incremental and there are more words that kids need to learn than we can teach. Kids need lots of opportunities to confront words in their reading and listening.
Instruction in how to make sense of sentences can play an important role in reading comprehension. For example, when students struggle with sentences written in the passive voice, teach with some texts that use this construction.
