Begin by assigning students to trios. Generally, it is best to make these mixed-ability trios if everyone will be reading the same content.
One student takes on the role of READER. Her task is to read aloud the text (usually 1 – 3 paragraphs.)
One student takes on the role of RETELLER. His task is to retell what was read aloud to their trio.
One student takes on the role of CHECKER. Her task is to listen closely and try to catch the reteller missing something.
Engagement levels are very high during Reading Trios. Why? The READER is reading aloud, the RETELLER is paying very close attention because they don’t want to get caught missing something, and the CHECKER is engaged because they hope to catch the reteller missing something.
An additional benefit of this strategy is that it provides valuable roles for students who may not be strong at reading aloud. Often, students with reading disabilities have learned to be very good listeners.
I facilitated this strategy in three different classrooms last month and all three teachers agreed that it is an approach they will add to their reading tool kit.
Interested in seeing the strategy in action? View this excerpt from a BER video entitled Making Inclusion More Successful and see fourth graders using reading trios to explore social studies text.