Read, Pair,

Share

Alicia Taylor & Camille

What is read, pair share?

● Adaptation of think, pair, share

● Partners read together and stop after every paragraph or appropriate section of

text

● Students answer who, what, when, where, how questions related to the text

● If the students cannot answer the questions, they can go back to the reading to

reread
● Strong reinforcing activity for ELL students because it allows them to go back to
the text and reread to gain better understanding
Why should we use the read, pair, share
strategy with ELL students?

● Reinforcing activity for ELL students because it allows them to reread the text to

help them find the answers

● Allows students to have needed support and encouragement from a partner

● Pairing an ELL student with a strong English speaker, will help the ELL student

with their language skills, as well and their social conversation skills

● Relaxed pace and less stress environment

● The social element of this activity offers an opportunity for social interaction and

reinforcement in language acquisition and development

Step-by-Step
● Introduce the question words - Begin the activity with introducing the questions
words, who, what, when, where, and how. Include that not every paragraph is
going to answer each of these questions.

● Model each step of the strategy - Select a student to act as your partner, and
demonstrate to the class what is being asked of them with a sample paragraph
and questioning format page. Model that the question sheet will tell them exactly
what do do; start by reading the paragraph silently.

● Model how to work with a partner - Explain that this activity will be done with a
partner, and they both people will share the responsibility in completing the
activity. The teacher will model with their student partner how this is done by
working together.

● Model the modifying of questions - Model how to modify questions to fit the
paragraph. Use a sample paragraph and show how to find hints in the reading. If
Step-by-Step

● Pair the students - Assign the students a partner to work with. Make sure that you
don’t assign two weak students together, and try to pair your ELL students with a
student who is a strong English speaker. Give your students enough supplies to
complete the lesson, and make sure you walk around the room during work time
to help.

● Discuss the assignment - Once the students have completed the assignment,
bring the class back together to discuss the process. Encourage students to share
their thought process and answers.

● Assess to identify the need for additional instruction or guided practice - As you
walk around the class observing the students work, take note of the students who
need more guided practice, and the students who are doing the assignment
easily. Use this information to create future pairs, and provide extra practice for
those who need it.
Questioning format page for read, pair, share
 Mini Lesson
Grade: 2nd Focus: Understanding the WWWWWH of a given text

Standards:

-CCSS.ELA-LITERACY.RL.2.1: Ask and answer such questions as who, what, where, when, why, and how
to demonstrate understanding of key details in a text.

-CCSS.ELA-LITERACY.RL.2.2: Recount stories, including fables and folktales from diverse cultures, and
determine their central message, lesson, or moral.

-CCSS.ELA-LITERACY.RL.2.3: Describe how characters in a story respond to major events and challenges.

Content & Language Objectives:

SWBAT… answer Who? What? When? Where? Why? And How? Questions

SWBAT…discuss with partners and participate in a whole-group discussion

SWBAT…identify morals from the fable, “Billy Goats Gruff”

Discussion
Questions
1. Have you seen the read, pair, share strategy being used in the
classroom?

2. How is this strategy similar to think, pair, share?

3. Is this an activity that you would use in the classroom? Why or

why not?

4. What sort of modifications would you make to this strategy?

References

● Herrell, A., & Jordan, M. (2020). Fifty strategies for teaching English language learners (6th ed.). Upper
Saddle River, NJ: Merrill. ISBN-10: 0-13-199266-X
● English Language Arts Standards " Reading: Literature " Grade 2. (n.d.). Retrieved from
http://www.corestandards.org/ELA-Literacy/RL/2/