--- title: Pair reading --- # Paired reading Fluency --- ## Paired reading, books with exercises   #### Exercise  Paired reading - Students read aloud to each other in pairs daily, over a period of 2-3 weeks, in order to improve reading fluency across the whole class.  There is also the opportunity for additional tasks to complete that are related to the pupils’ reading. If you complete all sections of the suggested activities, the order would be as follows:  - Paired reading. - Writing task. - Drawing task. - Project conclusion. #### Materials Required:  For paired reading: A Suitable text pitched to each pair’s reading level.  For writing task: Paper and pen or computer.  For the drawing task:  Colouring pencils and white paper (preferably cardstock) for each pair. #### Time planning  The reading exercise should take place during a limited period of 2-3 weeks. Every day, students should read for about 20 minutes. #### Preparation Divide students into pairs by reading ability according to the Lexplore results. Choose an appropriate text for each pair. Of course, adjust the instruction to your students (e.g. age).   ### Suggested introduction to paired reading - You will be reading books in pairs.   - I (the teacher) have chosen the books I would like you to read.  - You and your partner will read every other page aloud to each other.   - Help each other if you get stuck on difficult words.   - We will have paired reading every morning (or time of your choosing) for about 20 minutes. This means that every pupil in the class will read for about 10 minutes per day!   Hand out books to students   - You will now receive your books, and we will read for a little while. We will not read for 20 minutes today and will begin “for real” tomorrow.    Conclude the exercise with a discussion in which students describe how they think they have improved their reading. ### Suggested introduction to the writing task  - When you have read the whole book with your partner, you will write a summary/blurb similar to one you would find on the back of a book.   Read an example to the class. Discuss what elements of a summary/blurb would entice them to read a particular book before they complete their summaries. ### Suggested introduction to the drawing task  - You will draw/illustrate a front cover for the text, which needs to entice your friends to read the book.  Discuss what elements of a book cover make them want to read a particular book. What do the books you choose look like? How about the books you don’t choose? Students then go on to create their front covers.     Choose whether they will display their summaries and cover illustrations on the wall, or whether you will collect them and save them for the conclusion of the project. #### Suggested introduction to the conclusion of the project  - Today, now you have finished reading your books, you will present what you have read to each other.  - You may choose whether one or both of you will read your summary aloud, or whether you’d like me to read it aloud. - You will also present your illustrations, discussing why you chose to illustrate your front covers this way, without giving too much about the story away.  It may be best to schedule presentations across two lessons or occasions.   Let them present for other classes as well, if possible.   ![reading together 2](https://teaching.lexplore.com/hs-fs/hubfs/reading%20together%202.png?width=188&height=173&name=reading%20together%202.png)   --- Back to Lesson plans and exercises