READ, PAIR,

SHARE
CHAPTER 38
3 step process designed to encourage reading fluency and
comprehension

1. Students silently read a text together

2. Students stop after each paragraph to answer the “who, what,

where, when, and how” questions that relate to the text that they
read.

3. Share their answers to these questions to the class and what

they learned from the reading
Read, Pair, Share is an adaptation of the
“think, pair, share” strategy. Students
work with partners to determine
meaning.

A strong reinforcing activity for ELL

students as they can read challenging
text while having support from a partner.

Helps to ensure that students are

understanding all of the important
components of a story by asking them
“Who, What, Where, When, and How.”
01 02 03
Students should be Pair ELL students with For non-ELL groups, pair
grouped in pairs for strong English models students who are similar
this activity and then all so that they can in reading skill levels
come together as a encourage language (one can be be slightly
higher/lower than the
whole class to share at development. other) to ensure a quality
the end. working relationship.
 Pick a story that will connect to your students and
challenge their reading levels.
 Provide the guiding questions for students to guide
thinking (Who, What, Where, When and How?)
 Model the read, pair, share strategy before beginning.
(e.g. how to work with a partner, how to modify
questions, along with each step of the strategy.)
 Model how to reword a question to match the reading.
Model this action (e.g. How did the character perform
the action ---> How did they feel about going to school?)
 Assess your students during the activity to determine if
there is a need for additional instruction or guided
practice
 Read with a
partner and work
together to find
the answers to the
STUDENT ROLE guiding questions

- Be prepared to
share out as a
WORK TOGETHER class

Help their partner

if they are
struggling with
the reading
 In fifth grade, we read a chapter a day of the
disability text, “Insignificant Events of the Life of a
Cactus.”
 Students would share their thoughts about what
they had read after the time was up.
 To make this lesson more meaningful and
adaptable to ELL students, the class could read a
chapter silently, work together to answer the
guiding questions as a pair using the worksheet
passed out, and then share out loud as a class.
 Ensures no one is missing the important aspects of
the story
 To modify this lesson, students could read out loud
with each other if their partner is having trouble
with reading
 One handed out per table - also
posted in the discussion board on
Canvas
 Example questions on
“Insignificant Events in the Life of
a Cactus”
 Questions can be switched out to
reflect your chosen book, but the
format is illustrated
 Herrell, A., & Jordan, M. (2016). 50 strategies for teaching English language learners.
Hoboken, NJ: Pearson Education.