District Office  ☎  320-982-7210   ✉  david.wedin@milaca.k12.mn.us
Elementary  ☎  320-982-7194   ✉  heather.hoeck@milaca.k12.mn.us
High School  ☎  320-982-7374   ✉  tonya.kline@milaca.k12..mn.us
Partner Reading
Goal:  To increase fluency


Objective:  Given a selected text, students will increase fluency by rereading it


Materials:  Copies of short texts at the lower-performing reader’s instructional level for each pair of participating students (this could be a whole class intervention).



Pair higher-performing readers with lower-performing readers for fluency practice.  To do this, rank the students according to performance level then split the class in half, pairing the highest-performing student in the class with the top-ranked student from the lower half, and so on for the remaining students.
Provide each pair with reading texts at the lower-performing student’s instructional reading level (lower performing student must be able to read these texts with at least 95% accurately).
Model and explain the Partner Reading Procedures below.  Be prepared to model and practice the procedures over several days including specific training on the corrections procedure in order to ensure implementation integrity for your students.
Assign roles to student pairs, with Partner A being the stronger reader and Partner B the lower-performing reader (there is no need to explain this step to the students).
Have students take turns reading.  Partner A reads the text aloud first, modeling fluent reading, for one minute.  Partner B follows along (actively with eyes and fingers on page).  Then Partner B reads aloud the same text for one minute.


Partner Reading Procedures:

1.Partner A reads for one minute while Partner B follows along silently.
2.Partner B reads the same text for one minute.
3.Students discuss text, with listening student asking questions and the reading partner answering.
4.Repeat steps 1-3 until story is complete.


1.Talk only to your partner using a quiet voice 
2.Talk only about reading 
3.Work together


Feedback on Incorrect Pronunciation:

The listening partner points to the incorrectly read word and asks the reading partner, “do you know this word?”  Then if the reading partner cannot decode the word, “that word is ____.”  What word?”  When the reading partner says the word correctly, the listening partner says, “yes that word is ____.  Now read the sentence again.”