READING P-Peer A-Assisted L-Learning S-Strategies

1
READINGP-Peer A-AssistedL-LearningS-Strategie
s

• Overview by Gail Gilmartin

2
What is PALS?

• A class-wide peer tutoring program
• Students work in pairs or triads to practice and
  strengthen reading fluency and comprehension.

3
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

4
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

5
PALS Research

• Statistically significant differences between
  students who participated in PALS vs Control
  group
• Received Best Practices status from Department
  of Education

6
PALS 2-6 Experimental ResultsImprovement in
Reading Words read correctly in 3 minutes
7
PALS 2-6 Experimental ResultsImprovement in
Reading Comprehension Number Questions Answered
Correctly
8
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

9
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

10
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)

11
Required Materials for PALS

• Student Materials
• Book
• Question Card
• Point Sheet
• Pencil
• Coach Reader Folders

12
Teachers PALS Duties

• Assign Pairs and Teams
• Select Text of Appropriate Difficulty
• Monitor Students Reading and PALS Behavior
• Assist Coaches as needed

13
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
  readers book.
• Allow a high-performing student to read
  independently.
• Form a triad

14
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.

15
Selecting Text of Appropriate Difficulty

• Each pair may read from different texts.
• Text should be at weaker readers level-no more
  than 10 errors per 100 words.
• Determine page numbers or stories to be read
  ahead of time.

16
Monitoring Students 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

17
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

18
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)

19
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

20
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!

21
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

22
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

23
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

24
(No Transcript)
25
(No Transcript)
26
(No Transcript)