Title: "Paired Reading"
By: Krystal Billeck
Edited By: Stephanie Martinez & Heather Miller

Textbook Definition: structural collaborative work involving pairs of children of the same or different reading ability to foster reading fluency (Pg. 255)

Description of the Lesson: In what the teacher called “Partner Reading,” each pair of students took turns reading from a book that they picked out. Each student quietly talked about what they liked, what they did not like, and what interested them about the chosen book.

When it was Observed: September 12, 2011 (10:30 AM)

Teacher & School: Mrs. Brown (Faith West Academy)

Grade Level: 5th Grade

Objectives of the Lesson: The lesson helps students learn how to work with each other. The students build fluency and self-confidence as readers. They also demonstrate comprehension by assessing their likes and dislikes of the reading.

Materials Needed for the Lesson: Various books for the students to select for reading

Procedure: The teacher paired her students off, and she instructed them to pick out a book and take turns reading from it aloud. She told them to talk quietly about their thoughts on the reading of what they did and did not like about it. During their paired reading, the teacher walked around and assessed their reading fluency and comprehension.

Supporting Documents:


My Observations of the Lesson: From what I was able to observe, most of the students actually enjoyed reading in pairs. The students seemed to prefer reading with a partner rather than reading alone at their desks. It was nice, because they seemed to like bouncing thoughts and ideas off of each other.

The students really seemed to be into their reading. They took turns reading from the books with their partners, and they discussed what they thought was silly, sad, or how it related to their own lives. This was the perfect method for the teacher to evaluate the readers’ level of reading and understanding. By listening for ease, smoothness, or hesitancy, she can determine the level of fluency the reader possesses. Also, by listening to their thoughts and ideas of the books that were read, she could assess the students’ understanding of the reading material.

Rather than merely pairing off my students randomly, I will want to have a specific strategy for the partnering of the readers. When assigning partners, there should be one student who is a more fluent reader, and the other should be a less fluent reader; or they can both be at the same level. In order to do this, the teacher can...

  • List the students in order from highest to lowest level of reading abilities.

  • Divide that list in half and place the first half students with the second half.

Benefits of “Paired Reading”: Paired reading helps students of all ages develop reading fluency, word recognition, and comprehension. It provides peer support when the partners listen, follow along, and help each other out when one struggles. Also, teachers are given the opportunity to monitor the readers’ progress. Most importantly, it builds student motivation.

Drawbacks of “Paired Reading”: The only downside to paired reading that might occur in the classroom is the chance that the pairs might become sidetracked with their own conversations. The students tend to start out on-task, but sometimes their conversations about the reading will lead to unrelated conversations. This can be avoided if the teacher stays involved in the activity and provides adequate supervision.