Procedure Guide: SELECT THE RATE

Purpose: To identify the appropriate reading rate for required reading.

Preparation

· Select three one-page texts that are written at students' instructional level.

Two texts should be expository, one of which should be concept dense; for instance, a science text..

One text should be narrative.

• Prepare copies of the texts to distribute to the students.
• Prepare transparencies of the texts.
• Select texts (possibly a comic book and Scientific American) to use for a think-aloud to model the activity.
• Design a form students can use to evaluate the text.

Example of possible format:

Circle the number to indicate how much trouble you had reading each text.

Text Title Easy Somewhat Difficult Very Difficult

Title 1 1 2 3

Reason for rating __________________________________________________________

Title 2 1 2 3

Reason for rating __________________________________________________________

Title 3 1 2 3

Reason for rating __________________________________________________________

Before

• Explain that the purpose of this activity is to compare three texts and determine the rate at which each should be read.

· Model the activity by doing a think-aloud using the two previously selected texts, one very easy and one very difficult.

· Distribute the handouts.

During

· Think

Have students read each text silently and rate it on a scale of 1 to 3 as easy, somewhat difficult, very difficult.

Have students list what in each text caused them to give it the rating they did.

After

• Pair

Pair students and have them discuss their responses. .

Next, have each pair decide which texts were easiest and hardest to read, and write an explanation of how they came to their decision.

• Share

In whole group, have each pair share their ratings and reasons as you keep track on the chalkboard or overhead of how many votes each text receives in each area.

Discuss differences in scoring and correct any misconceptions.

Emphasize that some texts are more difficult to read than others, and that the students should select the fastest reading rate that will allow them to make sense of what they are reading.

• Extensions

Follow up on a daily basis by asking students to skim what they will be reading to decide the rate at which they want to begin reading. a text.

Have students kept a record of when they change their reading speeds after they start reading, telling why they changed.

Assessment

Initial text rates and reasons

Comparative rating of texts by pairs and their reasons for their ratings