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Providing students with additional short passages that are age-appropriate so that students can practise their oral reading at home.

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Assigning the high frequency word digital resources in OPAL for e-learning.

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Ask more questions than those provided in the guide and also get students to ask their own questions to understand the text better.

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Show videos, photographs or gifs to explain unfamiliar vocabulary and provide more contextual cues to improve understanding of the texts.

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Assign read-aloud books to students to motivate them to read at home

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Getting students to share their prior knowledge of the topics.

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Getting students to share their prior knowledge of the topics.

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Students were given oral reading passages to practise their reading. They also did peer assessment with the smiley faces rubric.

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I would Google for images to show the students what the words mean. This was especially useful for information texts which they students find difficult. Looking at the images helped with their understanding.

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Provision of school's oral rubrics for them as reference so that they can see for themselves at which levels they belong to. 

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Provision of school's oral rubrics for them as reference so that they can see for themselves at which levels they belong to. 

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Activating prior knowledge through discussion

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Activating prior knowledge through discussion

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Additional reading passages related to their interests

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Additional reading passages related to their interests

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Allowed RRP students to read the books in the LSP Room (have instructed them on which levels to borrow/read) while waiting for the teacher to arrive. They tend to be in class 10 to 15 minutes before the starting time so this quiet time becomes their sustained silent reading period.

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Had simplified passages from newpapers articles and tongue twisters posted on SLS for the RRP students. This was done mainly during HBL and during the school holidays.

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Get students to time themselves.

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Show them how to use online dictionary
Demonstrate in class

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Students try to spell the words. Then check.

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Word Bank + Quiz

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Pairing a better student with a weaker student to help in reading fluency during DI.

Breaking texts in shorter paragraphs and set as reading fluency goal for the lesson.

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Practise the same passage a few times. This builds confidence and increases fluency in common sight words.

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Pairwork- Students flashing the flashcards in pairs especially a higher LP with a lower LP.

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Pairwork- Students flashing the flashcards in pairs especially a higher LP with a lower LP.

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Get students to come up with words related to vocab taught and present in a word map

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Get students to link new words with words learnt in previous STELLAR units

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Read excerpts from stories to one another in class.

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Read excerpts from stories to one another in class.

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After inferring the meaning of the words in question, they have the practice of annotating the definition of the word in context. This becomes a skill that they will hopefully apply independently when reading new texts.

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Elicit questions about the text from students and invite answers from other students. Then demonstrate how to find the answers.

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Elicit questions about the text from students and invite answers from other students. Then demonstrate how to find the answers.

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Ask questions. Questioning the text.

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I noticed doing little things, say acting funny, using my 'karaoke microphone' and magic wand, having my P3s sit on the floor (like how I would do in SBA lessons) and giving motivational talks have helped me to connect to the children in RRP. Having said these, I had blown my top several times before (when I had to take a combined class of 20 P3 RRP students as my fellow RRP colleague was absent and I was frustrated with the class management while trying to carry out the RRP).

My add-ons only worked as fortunately none of the children had major misbehaviours and disciplinary issues. On a different note, RRP will NOT BE EFFECTIVE if time has to be spent on managing even just one 'challengingly disruptive' child in every single lesson. It will be a lose-lose situation for all in the RRP class. I have seen and experienced it. Fingers crossed.

It's disappointing that I couldn't get all my P3s to 'pass' the post ORF. But I take comfort that at the very least, they have stopped putting themselves down and saying they couldn't read or they were 'lousier' than their classmates. Instead, they could laugh at mistakes made and try to read in RRP.

As an RRP Tr, I have mixed emotions when the children told me that they wanna be in my RRP class next year.