Procedure Guide: REPEATED READING JIGSAW

 

Purpose: To repeatedly read a text to improve fluency while learning content area materials in a collaborative setting.

 

Preparation

  • Prepare a transparency of a sample text.
  • Select a vocabulary activity appropriate for the text the students will read.
  • Prepare a transparency giving directions for the Repeated Reading Jigsaw
  • Determine groupings that are appropriate for the text.

 

Before

  • Explain that the purpose of this activity is to gain information on the topic and improve the students' ability to read more smoothly and with inflection as a result of repeated readings of the text.
  • Use a sample text to explain how' the activity works.
  • Work with students to complete e vocabulary activity.
  • Place the transparency showing directions for the Repeated Reading Jigsaw on the overhead and revisit the procedure. Leave it on the overhead for reference during the activity.

 

During

In information-gathering groups

·        Have each group member read his/her section (major heading) silently to determine the main ideas.

 

·        Have each group reads their subsection (possibly subheading) orally in the following manner:

                        1.  Assign a subsection to each student to read.

                   

2.  Have the student assigned the first subsection reads the first paragraph of the subsection orally to the group.

                                    a. Instruct the group to come to consensus on and make note of the main idea of the paragraph.

b. Have the student read the second paragraph and so forth until to his/her subsection is complete. Have the group members come to a consensus on and note the main idea after every paragraph.

 

3. Have the student assigned the second subsection repeat the above process and so on until all members of the group have read their assigned paragraphs within the section.

 

  • Have each group read their subsections orally again, this time to agree upon two supporting details, examples, .or illustrations. Tell students to take notes.

 

After

           In information sharing groups

  • Have students leave their information-gathering groups to form new information-sharing groups, consisting of one member from each information-gathering group.

 

  • Have each member of the new group share the main ideas and support determined in his/her information-gathering group as other members take notes.

 

           In whole group

  • Have each student write a summary of the chapter from his or her notes.

     

 Assessment

           Participation in group activities

          Accuracy of notes

          Accuracy of summary