PEER
READING
PROGRAM
Name . . . . . . . . . . . . . . . . . .
Partner’s Name. . . . . . . . . . . . . . . . . . . .
Produced by the Riverina Schools Project Partnership, 2009.
Contents
Page 1: Reading
Page 2: From start to finish
Page 4: Things to do before your peer starts
reading
Page 5: Types of reader partners
Page 6: Good Peer Reading Strategies
Page 7: “I don’t want to read” Strategies
Page 8: What to do if you come to a tricky
word
Page 9: Sample
Compliments/Encouragements
Page 10: Values
Produced by the Riverina Schools Project Partnership, 2009.
Reading....
Reading aloud improves listening skills,
builds vocabulary, helps reading
comprehension (understanding) and
makes reading fun.
Reading aloud can include any types of books,
poems or jokes.
Everybody needs to learn to read. Reading is used
everyday in everything you do. This program gives
you the chance to help someone become a better
reader.
The more you read, the better you get at it,
The better you get at it, the more you like it,
The more you like it, the more you do it!
Pressley, M. (2006). Reading Instruction That WORKS: The Case for Balanced Teaching
(3rd Ed). New York: The Guilford Press.
Trelease, J. (2006). The Read Aloud Handbook (6th Ed). USA: Penguin Books.
Produced by the Riverina Schools Project Partnership, 2009.
From Start to Finish
1. Introduce yourself to your partner, tell them
about yourself, and ask them about the things
they like to do.
2. Make sure your partner has their reading tub
full of books.
3. Fill in the reading log on the front of your
partners booklet – they should read a new
book each week.
4. Explain to your partner – ‘If you have trouble
with a word, try sounding it out before getting
my help.’
5. If your partner doesn’t want to read use the “I
don’t want to read” strategies.
6. If your partner is reading too fast, ask them to
slow down, so that they don’t make any silly
mistakes.
7. If your partner is having trouble with a word,
give them 20 seconds before prompting with
Produced by the Riverina Schools Project Partnership, 2009.
the first sound (during this time the child may
be trying to sound out the word). If they still
can’t get the word, sound it out for them
slowly, then get them to read the word back to
you.
8. After your partner has read the book, write
down any words they had trouble with on the
worksheet provided. Go through the problem
words again with them.
9. Ask your partner the questions on the
worksheet, and you fill it out for them.
Encourage your partner to give detailed
answers.
10.If your partner reads their book very easily
(with no mistakes) for the second week in a row,
tell the teacher and maybe your partner will go
up a level.
The more you read, the more you know,
The more you know, the smarter you grow!
Produced by the Riverina Schools Project Partnership, 2009.
Things to do before your
peer starts reading...
TALK about the book with your peer before you
read it.
LOOK at the pictures, the cover and the title.
ASK ‘What do you think it is about?’
GO through the book page by page.
TALK about the picture and the words or ideas
that might be in the book.
WORK out what type of reader your partner is
(See next page).
Produced by the Riverina Schools Project Partnership, 2009.
Types of reading
partners.
Your partner may be at one of three levels.
Type 1 - Modelled: Grade 4/5 reads the entire
book, points to pictures, and shows how the
picture relates to the words.
Type 2 – Guided: Grade 4/5 reads a sentence,
Then your partner repeats the sentence. Show
your partner how the picture relates to the words.
Type 3 – Peer Reading: Grade 1 reads entire
book with help from Grade 4/5 if needed.
Always be encouraging no matter what level
your partner is at.
Produced by the Riverina Schools Project Partnership, 2009.
GOOD PEER READING
STRATEGIES.
1. Sit beside your partner, not across from or behind
them – that way you are able to see what they are
reading, and help them if they need it.
2. Let your peer hold the book.
3. Compliment your partner on good reading, even if
they are having trouble find a way to encourage
them.
4. Be enthusiastic about reading, if your partner sees
that you enjoy reading, they’ll start to enjoy it too.
5. Paying attention will help encourage and motivate
your partner to continue reading as best they can –
don’t forget you may have to write something about
your partners book at the end of the session.
6. This time is reading time, this means we sit down to
read quietly with our partner - it’s not a time to talk
with our friends about what we’re going to do after
school or on the weekend.
Produced by the Riverina Schools Project Partnership, 2009.
“I DON’T WANT TO
READ” STRATEGIES.
1. Kindly remind your partner that this is reading
time.
2. Say “Everyone else is reading, don’t you want
to be a good reader too?”.
3. If your partner still doesn’t want to read, give
them an activity sheet to complete.
4. If your partner won’t do the sheet, talk to the
teacher.
Remember this is important for helping the Grade
Ones read. Make the most of this time, so that it is
fun and productive.
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What to do if you come to
a tricky word.
1. Look at the picture - Can it help you figure
out the word?
2. Think about the story – What has been
happening?
3. Re-read the sentence – What is the story
telling you?
4. Try to sound out the word.
5. Ask your partner for help.
Produced by the Riverina Schools Project Partnership, 2009.
Sample Compliments/
Encouragement.
- I like the way that you ......................
- Thank you for .................................
- Great work today.
- You did a very good job of ...............................
- It was great that you .......................................
- I can tell that you are trying really hard.
- You are using the pictures very well.
Things that you could compliment your partner
on:
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Behaviour.
Attention.
Sounding out words.
Reading with expression.
Effort.
Produced by the Riverina Schools Project Partnership, 2009.
Values.
Values support every area of school life and
learning. Schools, families, communities and
students all share responsibility for showing and
teaching these values.
RESPECT: Treating others how you would like to be treated.
We show respect in the classroom when we:
 Listen to others without interrupting.
 Follow the school/classroom rules.
 Recognise the strengths and abilities of other class
members.
 Accept others, even when they have different opinions
than you do. All opinions are important.
INTEGRITY: Always being honest and trustworthy.
We show integrity in the classroom when we:
 Trust others to work on their own.
 If you say you will do something, do it.
 Make sure our work is our own – not copied from
someone else’s.
EXCELLENCE: Trying your hardest in all aspects of life and
learning.
We show excellence in the classroom when we:
 Do our best in all our work.
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Set high goals for ourselves.
Overcome challenges and difficulties.
Congratulate others for doing well.
Encourage others to do their best.
RESPONSIBILITY: Being accountable for your actions and
words towards yourself, others and the environment,
We show responsibility in the classroom when we:
 Show good behaviour.
 Show self control.
 Be responsible for your own actions.
COOPERATION: Working together to reach a shared goal,
supporting others and working out conflicts.
We show cooperation in the classroom when we:
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Accept rules for working in groups.
Work well with others that you don’t spend much time with.
Make the first move when problem solving.
Help sort out disagreements.
PARTICIPATION: Being an active and helpful class member
and having pride in your school community.
We show participation in the classroom when we:
 Contribute to class discussions.
 Accept roles in group activities.
 Encourage new ideas.
CARE: Be interested in the safety, health and happiness of
yourself and others.
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We show care in the classroom when we:
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Keep up friendly relationships.
Compliment other peoples work.
Listen to others.
Encourage positive friendships.
FAIRNESS: Be honest and treat others equally.
We show fairness in the classroom when we:
 Encourage others to participate.
 Accept other people and their backgrounds.
 Treat others kindly.
DEMOCRACY: Accept the rights, freedoms and responsibilities
of being an Australian citizen.
We show democracy in the classroom when we:
 Talk cooperatively about when homework/assignments
are due.
 Respect others.
 Accept responsibility for your own learning.
Produced by the Riverina Schools Project Partnership, 2009.