Do You Hear What I Hear?
Four-Style
Four-Style
Part 1: The teacher identifies a text to read aloud to their students (no more than 10 minutes long). They first read the text aloud twice. During the first reading, students are only listening as the teacher reads. During the second reading, students take notes, anticipating important information to jot down. Students then partner up to retell the text to one another. During these retellings, one student coaches the other through a retelling of the text. The coaching partner uses notes, but the retelling partner doesn’t. Students then switch roles and repeat the process.
Part 2: The teacher provides students with two to four guiding questions to answer as they read the text on their own. After answering the questions, students return to their partners and find an additional pair of students to join to create a group of four, in which they share their answers to the questions and further refine their responses.
Part 3: Students are then assigned a writing prompt based on the reading to provide their own perspective on the content presented through the text. The writing should be informed by their work with their partners, the questions they answered, and the work they did in their groups.
Do You Hear What I Hear is effective because it provides opportunities for students to do the following.
Technology may support struggling learners or students with accomodations in the context of DYHWIH? lessons when used to record the teacher reading the text. Students with reading disabilities may find it beneficial to have access to an audio recording of the text when it is distributed in print form.
Given that students are tasked with taking notes, answering questions, collaborating with a partner, collaborating as a group, and finally synthesizing all of their work in written form, it may be beneficial to provide students with a document template to use to record each step in the process of a DYHWIH? lesson.