Instructional Playbook

Opportunities to Respond: Data Collection, Observation & Reflection Tool (OTR-DORT)

Opportunities to Respond Defined Examples and Non-Examples

Code/ Descriptor

Definition and Examples

Structured Reading Responses

Partner reading is a cooperative learning strategy in which two students are assigned to take turns reading and providing each other with feedback in order to monitor comprehension. The teacher assigns two students to read together in pairs, pairing a student who needs reading help with a student with more advanced reading skills. Ideally, a low performing student is paired with a mid-performing student. Student pairs are given an assigned passage to read with their partner, taking turns being “Coach” and “Player.” The stronger reader begins in the role as “Player” and reads orally for 5 minutes, while the “Coach” follows along and corrects mistakes as necessary. The pair then switches roles and the “Player” re-reads the same passage for the next 5 minutes and the “Coach” similarly provides corrective feedback. After each partner has read the assigned passage, the teacher may have the pair of students work together to retell the passage. Alternatively, the students may be assigned to develop a summary of the passage in 10 words or less. Examples: “Read the two paragraphs on page 54 with your partner to find out what made the character, Zed, so angry. Remember to take turns as ‘Coach’ and ‘Player’.” In choral reading, students orally read a passage together with the teacher. Examples: “Let’s read this next sentence together. Remember to keep your voice with mine. Ready?” In cloze reading, the teacher reads orally while students follow along in the passage. The teacher leaves out every 7th or 10th meaningful word and students read that word aloud chorally. A cloze reading guide includes the blanks in the written passage and students are expected to fill in the omitted words as they read, with possible word choices listed. Cloze reading guides require students to use language structure cues, meaning cues, and background knowledge to predict unknown words. Examples: “I am going to read aloud and I want you to follow along as I read. I will leave out some words and I want the class to read that word aloud together. Ready? Hummingbirds are the only birds that can fly….” “Backwards.” “Yes, backwards, good reading!” The teacher reads aloud to students, pausing to articulate a thought process in order to model how good readers actually read. Making the mental process for constructing meaning from text visible shows the learner how to make sense of text. Examples: The teacher stops reading to say, “I’m not sure what this word means, so I will look back at the sentence and see if I can figure it out from what I’ve already read. After reading a passage, the teacher says, “I am predicting that the character, Marguerite, will be successful at convincing the shopkeeper, but I’m not sure so I will keep reading.” Students are given a passage to read, along with an assigned task for the reading segment in order to ensure active reading. Examples: Students are asked to read a passage and then write down the two most essential points the author makes. For an assigned passage, students are to underline the key ideas, star the most important idea, and circle any words they are unsure of.

Partner Reading with Comprehension Strategies

Choral Reading

Cloze Reading/Cloze Reading Guides

Modeling Reading Strategies

Tasks for Each Reading Segment