ROUND ROBIN FOR READING

ROUND ROBIN FOR READING

TEFL 3

BY

Eko Mulyono

SRN 09340771

MUHAMMADIYAH UNIVERSITY OF METRO

TEACHER TRAINING AND EDUCATION FACULTY

ENGLISH EDUCATION STUDY PROGRAM

ODD SEMESTER 2012/2013

ROUND ROBIN FOR READING

All of these methods must be first taught to the students. All of these methods are flexible and usable with elementary students in all grades. You may choose to do shared reading for the first portion of the lesson, then independent or paired reading – the methods are complementary. You may choose to have students do all jigsaw reading for one lesson – the methods are flexible. All of these methods result in higher comprehension than round robin reading. All of these methods are quite do-able and sustainable when the students are trained to them. (Most effective when you train students in one method completely before you teach them a new method).

LEARNING SCENARIO ROUND ROBIN FOR READING

v  Opening Activity

·         Say hello to the friendly to students when entering the classroom (the invested value: polite, caring).

·         Checking attendance (values ​​instilled: disciplined, industrious).

·         Assign materials / competencies that will be learned by the characters.

·         With reference to the teaching materials, delivering grain character to be developed.

v Point Activities

·         The teacher asks the students to form a group discussion, consisting of 5 people one group.

·          Teachers provide a text paragraph in each group discussion.

·         And then Teacher reads aloud, modeling good fluency and intonation, while students follow along in their own copy of book.

·         Teacher frequently stops and models comprehension strategies and skills such as inferencing, drawing conclusions,questioning, connecting (book to book or book to life), cause & effect, picturing, summarizing, evaluating, etc., but not so frequently as to interfere with flow of the story.

·         Students read independently, are assigned clear stopping and starting points, and a purpose for reading (“While you read, look for . . .” “While you read, think about how . . .” “While you read, see if you can figure out why . . . “ etc.) Try “Everyone Read To…. Or Anticipation Guides.

·         The teacher can choose to have students respond in response journals when finished reading, respond to prepared higher level questions in their journals, or omplete other connected tasks, such as writing one of each level of questions  to ask classmates. Faster readers can then re-read the story.

·         Slower readers may not get to the written response portion. Make sure to involve them in the oral discussion.

v  Closhing Activity

·                               Students are asked to make a summary of the text material.

·      Students and teachers reflect on the activities that have been implemented.