HO 2
Additional Practice
Word Reading
Goals of word reading procedures:
1. To provide as much practice as possible
2. To involve all students
3. To read for accuracy and fluency
Procedure
Partner Reading
1.
2.
3.
4.


Timed Word List Reading
1.
2.
3.
Cross-Out
4.
1.
2.
3.
4.
I’m Thinking of a Word
1.
2.
From Anita Archer, 2004
Guidelines for Implementation
After reading words with teacher guidance,
have students reread a portion of the list with
their partner.
Specify the amount to be read.
One student becomes the reader, the other the
coach.
If the reader makes an error, the coach tells the
reader to use the “Ask then Tell” correction
procedure.
ASK: “Can you figure out this word?”
TELL: “This word is ____.”
“What word?”
After reading words with teacher guidance,
engage the students in minitimings.
Have one student whisper-read words for ten
seconds to their partner.
As they read, the partner/coach counts the
number of words read.
Have the partners switch roles.
After reading words with teacher guidance,
students can play cross-out.
One student says a word and everyone crosses
out the word on their word list.
The next students says a word and students
cross out that word.
This continues until all words are crossed out
from the row/column.
After reading words with the teacher guidance,
tell the student a statement that relates to the
meaning of a word on the list (e.g. “I am
thinking of a word that means to be quiet.”)
Have students locate the word, compare their
choice to that of their partner’s and say the
word. (e.g. hush)