Strategy Lesson #21– Cross checking



Strategy Lesson #21– Cross checking

This strategy is used when students are not cross checking (monitoring) their oral reading as evidenced by mispronouncing or omitting words and continuing on without self-correcting.

Basic concept to teach: Reading always must do two things:

1. Make sense

2. Match the letters

Teaching the Strategy:

1. Choose material the student has already read from a sample IRI passage or from a library book at instructional level.

2. Tell student that reading must always do two things (see above). And that if it doesn’t do those two things, the person reading needs to stop, reread, and figure out what’s going wrong

3. Tell the student you are going to read the first paragraph aloud and you will be making a mistake somewhere. You want the student to follow along and stop you when you have made a mistake that either 1) doesn’t make sense, or 2) doesn’t match the letters.

4. Read the first paragraph and purposeful omit a word or mispronounce a word.

5. If student catches it, congratulate him or her, and have them explain what you need to do to fix the mistake.

6. If student DOESN’T catch the mistake, stop at the end of the paragraph. Tell the child you have made a mistake, but you’re going to give him/her another chance to catch you in the act.

7. Reread the passage, making the same mistake.

8. If child still doesn’t catch the mistake, reread just two sentences where you made the mistake and point out where the mistake was.

9. Continue until child catches at least two or three mistakes.

10. Then have child read a paragraph and purposefully make a mistake which YOU catch.

11. Tell child, that is what good readers do – they monitor to see if they are making sense and matching letters and if they aren’t, they STOP and figure out what went wrong.

12. “Now, let’s move into our regular reading in the library book, and I’ll want you to stop and back up to try to figure out what went wrong if you’ve read something doesn’t make sense or doesn’t match the letters.”

When to use this strategy?

When child has basic sight words and basic phonics, but is saying things that don’t make sense and continues on reading without self-correcting

How can I tell if students have control of strategy?

When child can tell you what 2 things reading has to do always

When child self monitors, catches own mistakes, rereads to fix it. R. Winters WSU ‘07

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