Mastering Partner Reading

Do you find it challenging to get the quiet, uninterrupted time needed to facilitate quality small group reading sessions in your classroom? If yes, you're not alone! Like any instructional routine, partner reading needs modelling and practice, but once honed you'll be keen to do it every day of the week!

• Time: 10-15 minutes, daily
• Skills: Fluency
• Resources: Familiar decodable books, passages, sentences or speed words

Students read a decodable text to their partner, either taking it in turns to read to each other or reading together simultaneously. The routine supports fluency as students hear one another read and re-read the text. Ideally, an adult roams to observe and feedback as students read, but once honed the partner reading routine can be done well independently. 

Like any fluency activity, partner reading should use decodable text that is not too challenging - students should be able to read the text with very few errors. In the Little Learners Love Literacy program we recommend using a decodable book because they are so engaging, but you can select from:

• A decodable book at a lower stage than small group reading;
• A decodable passage;
• A decodable pyramid as found in Reading Pathways by Dolores Hiskes;
• Our LLLL Speed Words lists (available in Free Downloads on our website), ticking them off as their partner reads them correctly.

Model first: It is crucial that the teacher explains the steps of this routine, then models them with a partner of their own, before the children practice the routine with some very easy text (to manage cognitive load). Lastly, the teacher needs to observe and provide feedback. Once students know what's expected of them, the routine can begin in earnest, using books at their level.

The Little Learners Parter Reading Routine: There are a few variations on partner/paired reading, but below is how we like to do it :)

• Students read the title of the book together.
• Students turn to the speed words page at the back of the book. Partner A reads the speed words to Partner B, then Partner B reads them to Partner A.
• Students read the book. Partner A reads the first double-page spread to Partner B. Whilst they read, Partner B tracks along.
• Students discuss the picture/s: Partner B asks: "What is happening in this picture?"
• Partner B provides corrective feedback if Partner A makes an error. "The word is <sounds out and blends to read the word>. What's the word? <partner responds> Now re-read the sentence please."
  
• Partner B then reads the next double-page spread to Partner A. 
• Students say one thing their partner did well. "Today I liked that you ....", before they read the book again, but this time together, choral reading style.

You can refer to our TAR weekly plans for a quick reference. Partner reading is scheduled whilst the teacher runs a small group reading session.  This 'Apply' section of the weekly plan doesn't have to come straight after the whole class teaching and practice, but it should occur daily.

If students complete their partner reading routine before the small group reading is finished they should move onto some Read, Write and Draw. Read, Write and Draw is a simple and truly independent routine supporting reading, handwriting, spelling and comprehension.

If you're not familiar with it you can find out more here: https://www.littlelearnersloveliteracy.com.au/blogs/why-llll/read-write-and-draw

• Students need to know their partner and partners should be named ...  apples and pears (or whatever you like!) This way students will know who you are referring to when you say 'today apples read first!'.
• Error correction is an important part of this routine - students need to know how to do this and practice doing it. Provide them with sentence starters and lots of feedback when you hear partners giving feedback.
• Pair students intentionally. Either pair students by similar reading ability, or by pairing more advanced readers with developing readers to support their fluency.
• Ensure teachers allocate the reading material, not the students. Partner reading will work best when the level of the text is right for independent fluency work.
• As students progress through the program decodable books inevitably get longer. Passages or splitting a book over sessions may be necessary to keep the sessions under 20 minutes.
•  Dedicate the first week or two of term to mastering key routines and behaviours (such as partner reading and using mini whiteboards) before you begin to teach content, as recommended by Anita Archer in her explicit instruction guidance. In a busy classroom it can be hard to prioritise doing this, but it is really worth it!

With a structured literacy approach we are always learning and always improving our practice - we can't expect every routine to run smoothly from the start. Instead we have to prioritise and focus. Maybe partner reading is your next project for term 3 or term 4?

Good luck!