The move
Partners read a chunk, pause, and each must say something before moving on: a prediction, a question or a connection.
See how it works
- Read a chunkSilently or aloud
- StopAt the marked point
- Say somethingPredict, wonder or connect
- Next chunk3–5 chunks
↺ Repeat
At a glance
- Time in class
- 10–15 minutes
- Prep
- None. Optional: mark 3–5 stopping points in the text.
- Materials
- A text, one copy per pair
- Grouping
- Pairs
- Use it when
- Students read any text in class
Why it works
Silent reading can hide students who are just moving their eyes. Stopping to say something makes each reader think about what they just read, and hearing a partner’s thought adds a second way of seeing it. This routine is called “Say Something.”
Step by step
In class: about 6 min
- 1Post the three options30 seconds
- 2Read chunk 12 minutes
- 3Say something1 minute
- 5Share out2 minutes
- Post the three options30 seconds“I predict…” / “I wonder…” / “This reminds me of…”
- Read chunk 12 minutesPartners read silently or take turns aloud.
- Say something1 minute“Stop. Each partner says something: a prediction, a question or a connection.”
- Repeat3–5 chunks
- Share out2 minutes“Which partner comment helped you most?”
See it in action
A picture book, stopping every two pages.
A news article, stopping after each section heading.
A short story, stopping at marked lines.
Watch out for
- “I don’t know”: require one of the three starters.
- Pairs racing ahead: mark stopping points in the text.
- Off-topic talk: keep each pause to one minute.
Level up
- No repeats allowed, so each comment must be a different type.
- Add a fourth option: “I disagree with the author because…”
Make it work for everyone
- Multilingual learners: starters posted in English and home languages.
- IEP and 504 supports: the partner reads aloud; offer audio.
- Early finishers: write their best comment as a margin note.
Tech option
Partners leave one comment per chunk on a shared digital copy.
Resources
Pairs well with
Reflect
Which type of comment did students use most? Push the one they use least next time.
Evidence
Practice-basedShort, K. G., Harste, J. C., & Burke, C. (1996). Creating Classrooms for Authors and Inquirers (2nd ed.). Heinemann. Describes the Say Something strategy.
Find the research: Short (1996)