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Timed Partner Reading and Text Discussion by MICHAEL GIOVACCHINI © wavebreakmedia/Shutterstock.com This engaging partner-reading activity PREPARATION provides students with an opportunity to improve their reading comprehension and Prepare the graphic organizer for your students text-based discussion skills. The activity, by dividing your text into five to seven sections which can be used with intermediate and that can be read in approximately 90 seconds advanced learners, is ideal for English each. Place each section of text in the left language learners in content classes and is column of a two-column graphic organizer that particularly useful for building foundational will ultimately be one or two pages, depending knowledge of a new topic. Most applicable on the length of your text, and leave open space when the class is using introductory texts in the right column for students to write in, as that include overarching content themes, shown in Table 1. this technique allows students to connect prior learning to new information, priming Next, write one question for each section them for more in-depth study in subsequent of the text on its own piece of poster paper, lessons within a previously learned writing large enough so that students can view foundational context. Necessary materials the questions from their seats. Leave space include a text placed into a two-column below the question for students to place sticky graphic organizer, sticky notes, poster paper notes, then hang the poster papers at eye level (one for each question that you plan to ask), in the front of the room, covering the questions and a timer. so that students cannot read them ahead of 36 ENGLISH TEACHING FORUM 2017 americanenglish.state.gov/english-teaching-forum time. An option is to tape up the questions one early for class. This means that class at a time when the timer goes off. must begin after the arrival time of the student, but that the student is only a few Write open-ended questions requiring minutes early. So it is not reasonable for responses that can be reasoned from the text class to begin as late as noon or 3 p.m. but can’t be copied directly. Because students must think within the target language to These two versions target the same language be successful, these types of questions will goal. However, the second version includes generate the highest returns in language the quote from the teacher, asks for two development over time. For example, two possible class times, and requires an versions of the question below are related to explanation based on language clues; as a the language target of using time, but they result, the language comprehension and usage result in differing responses and thinking levels: are noticeably more intense. Additionally, responses generated in the second version Version 1: help demonstrate how well students Text: The student arrived for class at comprehend both the words and the context, 8:30 a.m. enabling you to identify when students Question: What time did class start? produce successful responses that are based on Answer: 8:30 a.m. authentic language understanding rather than successful guesses. You can anticipate that students will take thinking shortcuts when given limited time PROCEDURE to work on this task. In this first version, students might see the numbers in the text Pair each student with a partner of a similar and immediately shortcut to 8:30 a.m. as reading level, and provide each student with the only possible response. To alleviate this, a copy of the text in the graphic organizer. you can make small changes so that thinking (A secondary option is to pair students of shortcuts aren’t readily available. Consider the different levels if you prefer that approach.) difference between the above question and a Or you could provide pairs who read faster second version of almost the same question: with a leveled text that is more complex and includes advanced vocabulary; in fact, you Version 2: might consider preparing two texts, offering Text: The student arrived for class at a baseline text accessible to all students as 8:30 a.m. The teacher remarked, “You well as an optional “challenge” text. Providing are a little early for class!” students the choice to opt into the challenge Question: What are two possible times text could increase engagement during the for the start of class, and what language activity. clues allow you to know? Answer: Two possible times are 8:35 Give each pair one sticky note per text a.m. and 8:45 a.m. (that is, any time section and instruct students to write each after 8:30 a.m. but not too much later). The of their initials in small letters at the top teacher said that the student is “a little” of their sticky notes, leaving the rest of the Text What questions could be asked about this section of the text? 90 seconds of text (teacher’s discretion) (Allow ample space for writing) 90 seconds of text 90 seconds of text Table 1. Graphic organizer americanenglish.state.gov/english-teaching-forum 2017 ENGLISH TEACHING FORUM 37 sticky note blank to write responses. Show Begin the activity by starting a three-minute or tell students the purpose and instructions, timer. When the timer goes off, reveal or as suggested below. tape up your question that corresponds with the first section of the text; then reset the Purpose: The purpose of this activity is to timer to one minute and immediately start improve your reading comprehension and it. Students read the question, write their text-based discussion skills. It is meant to be response on a sticky note, and put their sticky challenging, and the harder you work, the note on the poster before the one-minute more successful you will be. timer goes off. After the minute is up, reset the timer to three minutes, prompt your Instructions: students to switch roles, and immediately move on to the next text section. Repeat this 1. Partner A reads the first section of the process for the entire text. text out loud. Partner B actively listens. Part of the challenge of this activity is the 2. After finishing the section, Partner A quick pace, which enables students to focus asks Partner B, “What questions could be on self-monitoring skills while also pushing asked about this section?” their literacy development. The short amount of time forces students to quickly move 3. Partner B then shares possible questions through the text and actively think about the that could be asked about the text section. important aspects of each text section and to produce two or three options for what could 4. Both partners write the possible be asked about it. It is important to point out questions in the right-hand column of that the question posted by the teacher is only the organizer. one option of many for each text section and that students should work to produce multiple 5. For each section, you will have three possible questions rather than attempting to minutes to read the text and write questions. match the teacher’s. One idea for extending After three minutes, the timer will ring. the activity is for students to discuss with each other how they came up with their questions, 6. On a chart in front of the room, I will giving a further opportunity for students reveal a question I have written for the to elaborate on their reasoning and their section of the text. Then I will reset the understanding of the important elements of timer for one minute. an unfamiliar text. 7. Read the question with your partner and The activity is designed to give students write your response on your sticky note. pronunciation and listening practice through reading out loud, which also gives the teacher 8. Stick your sticky note under the question a way to keep track of reading pace and allows on the chart paper before the one- for an on-the-spot timing adjustment in minute timer rings. case students are reading too quickly or too slowly compared to the timer. Meanwhile, 9. Quickly return to your table. Switch alternating between reading and sharing roles, with Partner B reading the next possible questions leads to equal thinking by section aloud and Partner A predicting both students. (With a large class, or if noise questions. is a concern, you may choose to have each student read silently before discussing possible 10. Repeat until we are finished with the questions with his or her partner, closely text. If you finish one section of the text monitoring to make sure students alternate early, focus on making more detailed who leads with sharing ideas to promote equal questions. opportunity for critical thinking.) Additionally, 38 ENGLISH TEACHING FORUM 2017 americanenglish.state.gov/english-teaching-forum this activity helps students develop strategies as they write the summary in their own to identify important aspects of a new text or words. This technique, which is useful for an unfamiliar concept because it requires them an individual formative assessment, can to actively evaluate information as they read. be used after students discuss their talking While this is challenging at first, your students points or directly after the partner reading. should improve with repeated practice at the task. • Visualizing: Change the pairs and have students draw a visual of the information Finally, the sticky notes serve as real-time from the text. The visual may be a formative assessments within the activity. flowchart, bubble map, graph, or You can quickly look at students’ responses to student-designed graphic organizer, gauge progress, discuss responses with pairs depending on the text. Have students when necessary, and remain hands-off with display their visuals around the room for pairs that can manage the task independently. a gallery walk. After viewing the other groups’ displays, students vote by placing a sticker on the visual that conveys the FOLLOW-UP information most precisely and creatively. This activity is designed to develop reading This can be completed directly after comprehension, pace, and text-based discussion the partner-reading activity, after the skills. For this learning scenario, the text individually written summary, or after the content is important, but it is secondary talking-points review. to literacy skill development—so it is unreasonable to expect students to become LONG-TERM DEVELOPMENT immediate experts on the content while reading it once at the quick pace of this activity. This activity helps students build foundational knowledge before engaging in more in-depth After finishing the reading, you can review study of content. It can also be used to target the responses to each question and provide literacy skill development while covering a follow-up opportunity for an unstructured miscellaneous topics that don’t require more conversation about the text content. The than one or two class periods or don’t fit class benefits from multiple exposures to seamlessly within your curriculum. the information while working intensely on both literacy and language development. You Overall, this process aids the development can also use the follow-up to target a specific of literacy skills and provides time for language modality based on the needs of your unstructured and purposeful conversation class. After the first reading, you can use one in a second language. The primary objective or all of the following activities: of the activity is literacy skill development, and the follow-up in a less time-pressured • Speaking: Count off students according to environment lets students practice meaningful the number of sections in the text. Instruct use of language while learning important each student to write three talking points content. With repeated practice, your in his or her own words for the section students should demonstrate improvement in that corresponds with their number. Then reading comprehension, pace, and text-based group students, with one of each number discussion skills. in a group, to present their talking points in the small groups. Michael Giovacchini is an English Language Fellow, • Writing: Have students write a summary a Math for America Master Teacher Fellow, and a New to reinforce new concepts and vocabulary. York City Teaching Fellow. He specializes in language Provide a list of five to ten key vocabulary acquisition in subject classes and has trained teachers in words for students to use and underline New York, China, and Mongolia. americanenglish.state.gov/english-teaching-forum 2017 ENGLISH TEACHING FORUM 39