Good – Bye Round Robin
Michael F. Opitz and Timothy V. Rasinski


Third Grade Round Robin Presentation: Chapter One

     The third grade teachers introduced the book Good-bye Round Robin Reading to the facility and staff for our Professional Learning Community.  We acted out a scenario of a classroom using round robin reading. We then presented reasons to move away from round robin reading in classrooms.  A few examples are that round robin reading could potentially cause faulty reading habits, lead to discipline problems, hamper comprehension, and be a source of anxiety and embarrassment for students. The third grade teachers then discussed in a fun way why we should use oral reading in classrooms daily. We want teachers to whet student’s appetites for reading, allow students to perform and share after practicing, build confidence and further develop comprehension in students, and to help beginning readers better understand how speaking is related to other language and their lives. Lastly, we presented ideas of that teachers can do in their classrooms to promote oral reading daily.


The faculty learns about best practices.



The teachers connect information learned in previous chapters to the newest content presented.



               Fifth Grade Round Robin Presentation: Chapter Two


     The fifth grade teaching team worked hard to prepare and present strategies for the GLH Johnson faculty.  The focus of the presentation was oral reading strategies for the classroom taken from Chapter 2 of the book Round Robin.  A PowerPoint helped outline the key points for each of the seven strategies.  Developing comprehension through Think Aloud, Directed Listening Thinking Activities, Induced Imagery, Visual Signals, and Say It Like the Character were some of the methods that were discussed. 

     The team enjoyed discussing and demonstrating Say It Like the Character the most. Getting the chance to hear Mr. Neal give his best impressions of female characters provided the faculty with comic relief. Through our discussions we also found Saying It Like the Character helps the students, as well as teachers, become more involved and drawn into a story during read aloud time.

     This professional development opportunity helped us focus on more efficient and effective ways of using oral reading in the classroom.  We are excited to implement these strategies to help improve comprehension about reading.



Ms. Gilliard discusses radio reading.

Mrs. Gilliard reveals a radio prop she made from an applicance box.


The audience is very captivated by the presentation.




Fourth Grade Round Robin Presentation: Chapter Three


     Our round robin presentation consisted of revised radio reading, poetry club, choral reading, reader's theater, shared reading, and mentor reading. During the revised radio reading presentation Ms. Gilliard created a very unique radio from a large box. She then called on volunteers to come up and read as a student with a microphone. This demonstrated the revised reading strategy and the purpose was to ease students' fears of reading aloud. The rest of the presentation consisted of a brief summary about each of the following reading strategies with a powerpoint and each individual teacher's viewpoint.



Second Grade Round Robin Presentation: Chapter Four



Ms. Hess, Ms. Sharpnack, Ms. Ferguson, Ms. Saunders, Ms. Dill, and Mr. Leviere

The faculty enjoys the presentation.

 Mr. LeVeire and Ms. Sharpnack use technology to enhance the presentation.



     The faculty of Johnson has been reading Goodbye Round Robin Reading. The second grade team, along with Mrs. Ferguson, presented chapter 4 of the book on strategies to help struggling readers.  These strategies include:  read- alouds, paired reading, recorded texts, listening to children read, and fluency development lessons.  Each strategy boosts word recognition and fluency. They used characters and lines from the popular television show “Batman and Robin” to present the information in a humorous way.   



First Grade Round Robin Presentation: Chapter Five

     On Monday, October 31, 2011, the first grade team, along with Gail Gunn presented chapter five of Round Robin Reading. The main idea of chapter five was to give teachers several strategies for assessing students’ oral reading. Teachers were given suggested questions and techniques to guide observations of reading. Teachers were then introduced to three procedures for administering informal oral reading assessments (running records). They included Modified Miscue Analysis, Retrospective Miscue Analysis, and Student Self-Evaluation. Teachers received a copy of the student self-evaluation form for students to use to analyze their reading. They also received a copy of a multi-dimensional fluency scale to use in their classroom as a tool for assessing fluency.







Kindergarten Round Robin Presentation: Chapter Six


Introduction: Why involve parents?

  • “Parents reading aloud to children significantly benefits reading growth.”
  • “Parents who read with their children in supportive way as in Paired Reading can have a marked, positive effect on their children’s growth in reading.”
  • “Parents who regularly listen to their children read can help them become better readers.”

Fast Start


  • What?
    • Primary grade children
  • Why?
    • Building a solid beginning
    • Key to educate and support parents
    • Provide interesting text
  • Orientation Session

    • Provide a packet of materials per month
    • Provide a text to read daily with each student
      • Text usually poems written by students, teachers, and well known poets.
      • Has rhyme, rhythm, repetition
      • Meaning carried through expression, volume and phrasing
    • Provide direction for the parents
      • Parent read the text 2 or 3 times with expression
      • Read the text together 2 or 3 times
      • Talk about meaning of the text
      • Child reads to you 2 or 3 times
      • Find interesting words
      • Return to favorites

Reading Millionaires Club

  • Promotes reading for pleasure and growth.
  • The goal is to read a million minutes during the school year. 
  • Hold a kickoff assembly to inform students and parents and rally to get in the spirit of reading one million minutes. 
    • Offer strategies that can be used. 
  • Keep reading logs and tally minutes read weekly. 
  • Report minutes by grade level and school. 
  • Display a thermometer chart to show progress. 
  • Keep it going by tallying minutes read, have rallies, book fairs, author visits, reading festivals, and read ins.

Close-captioned TV


  • literacy tool at home.
  • Parents can lower the volume on the TV and turn on the close-caption feature available on most TV sets while their children are watching their favorite shows.
    • This will encourage the kids to read the dialogue rather than just listening to it to understand what is going on.
    • Because they need to read quickly, it can help increase fluency and it also increases comprehension because they get to watch what they just read happen on the show or movie.

Classroom Newsletter

  • What?
  • A classroom newsletter is a communication piece sent to parents informing them monthly of classroom activities.
  • It may also include specific instructions regarding homework assignments or class projects.
  • A classroom newsletter is yet another way to keep communication lines open with parents.

-Often, parents form better relationships with teachers when teachers find alternate means of communicating with them.  This makes them feel as though they are really part of the learning process.

  • The newsletter can also be used as another way for students to practice reading.

-They must read and explain the various sections of the newsletter to their parents.