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Reading Rockets Article Describing Choral Reading and How To Implement It In The Classroom

https://www.readingrockets.org/classroom/classroom-strategies/choral-reading

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Language Arts

This planning checklist for a choral reading lesson uses the poem "One Sister for Sale" by Shel Silverstein. See example ›

This PDF includes dozens of poems for shared, choral, paired, and echo reading. See example ›

The website below offers teachers several poetry options conducive to the Choral Reading strategy along with some interesting tips on reading and language development. See example ›

The example of choral reading found on this site uses the children's book James and the Giant Peach. See example ›

Science

This lesson plan includes examples of choral reading activities that correspond to introductory science concepts. See example ›

Social Studies

This website includes a script for the choral reading of the children's book Bringing the Rain to Kapiti Plain. See example ›

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Choral reading is reading aloud in unison with a whole class or group of students. Choral reading helps build students' fluency, self-confidence, and motivation. Because students are reading aloud together, students who may ordinarily feel self-conscious or nervous about reading aloud have built-in support.

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Choral Reading Classroom Demonstration - A Small Group of Third Graders Work With A Text Titled, "A Dream Schedule".

https://www.youtube.com/watch?v=rQFlnAukEFs&t=9s

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Video 36: Choral Reading (REL Southeast)

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Fluency Planning Guide : A Great Starter Document For Any Teacher Needed Help Planning A Fluency Lesson / Activity.

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https://literacy.virginia.edu/sites/g/files/jsddwu1006/files/2023-03/choral_reading.pdf Choral Reading Textbook Pages

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Study.com's Version of A Radio Reading Instructional Lesson. A Good Beginner Video for New Teachers Who Use Additional Guidance Using One In Their Classroom.

https://study.com/academy/lesson/video/radio-reading-definition-instruction.html

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A Teacher Shares How He Stages a Reader's Theater Over A Week Period of Time.

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A Valuable Resource For Teachers Looking For Scripts To Use In Their Theaters.

http://www.teachingheart.net/readerstheater.htm

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Reader's Theater Scripts and Plays

Readers Theater is a dramatic presentation of a written work in a script form. Readers read from a "script" and reading parts are divided among the readers. No memorization, costumes, blocking, or special lighting is needed. Presentations can easily be done in a k-3 classroom. Scripts are held by the readers. Lines are not memorized. The focus is on reading the text with expressive voices and gestures. Making comprehending the text meaningful and fun for the student! Once you start Reader's Theater in your classroom you and your students will be loving it!!!

"Reader's Theater proved to be almost a magic solution for Griffith: In just 10 weeks of using RT, every child in her class had gained a full grade level in reading. After a year, the children's gains had jumped to three years of growth. Griffith calls the transformation in their reading fluency totally remarkable." Quote taken from The Power of Reader's Theater, Scholastic Instructor

Update - July 08

Plays and Scripts To Print and Read

Reader's Theater Resources!!

Click the books to learn more...

Look what THOUSANDS of Teachers Use and Love!!!
Teaching Heart - 2001-2008

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Reader's Theater Scripts and Plays for the Classroom

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Reader's Theater Scripts and Plays Readers Theater is a dramatic presentation of a written work in a script form. Readers read from a "script" and reading parts are divided among the readers. No memorization, costumes, blocking, or special lighting is needed. Presentations can easily be done in a k-3 classroom.

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A Detailed How-To On Paired Reading. A Beneficial Resource For A Teacher Looking For Guidance on Writing/Using A Lesson Plan on Paired Reading.

https://www.colheights.k12.mn.us/cms/lib/MN02204243/Centricity/Domain/25/Lessons_to_Tutees-How_to_Do_Paired_Reading.pdf

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How Paired Reading Increase Fluency and Peer Cooperation

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How Paired Reading Increase Fluency and Peer Cooperation

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https://www.readwritethink.org/professional-development/strategy-guides/using-paired-reading-increase

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About this Strategy Guide

In this strategy, students read aloud to each other, pairing more fluent readers with less fluent readers.  Likewise, this strategy can be used to pair older students with younger students to create “reading buddies.”  Additionally, children who read at the same level can be paired to reread a text that they have already read, for continued understanding and fluency work.  This research-based strategy can be used with any book or text in a variety of content areas, and can be implemented in a variety of ways.

Research Basis

In order to increase student fluency, readers need experience reading to and listening to other readers of all kinds.  Specifically, lower-level readers benefit from strategies such as Paired Reading by listening to the reading of a higher-level reader.  Reading with someone else encourages students to try reading material that may be above their usual reading level, while also building oral skills so that students are more comfortable with their reading. Additionally, this strategy allows the teacher to observe readers in the classroom and work with students who may need more assistance.

Strategy in Practice

Paired Reading (also called Partner Reading) can be used in a variety of circumstances and with a variety of content.  This strategy encourages students to work together and supports peer-assisted learning and cooperation through reading, listening, and responding to other readers.

Pairing Students & The Roles of Students

Students can be paired in different ways - either by same reading ability or by more emerging readers with higher-level readers.  Additionally, younger students can be paired with older students from an upper grade. Use the following steps to pair lower-level (or younger) readers with higher-level (or older) readers.

After assessing students' reading abilities, list the students in order from highest to lowest according to reading ability.

Divide the list in half.

Place the student in the top slot of the first list with the student in the top slot of the second list; continue until all students have been assigned a partner.

Adjust partners as necessary, being sensitive of students with special needs.

Allow some time for students to chat with their new partners; considering presenting them with some "getting to know you" questions to ask and answer with each other.

Choose any book or text (fiction or nonfiction), where students will take turns reading by sentence, paragraph, page or chapter.

If the students will be reading individually (rather than at the same time), the reader from the first list should read first while the reader from the second list listens and follows along.

The second reader should pick up where the first reader stops. If additional practice is needed, the second reader can reread what the first reader read.

While reading, the partners can help each other with words or understanding, as needed.

The readers can then change roles and follow the same procedure.

Encourage pairs to ask each other about what was read and use illustrations (if applicable) as talking points, as well: "What was your page about? What was your favorite part?"

Students may record their notes and feedback on a recording sheet.

Implementing the Strategy

In order to effectively implement this strategy in the classroom, it is crucial to model the procedure for the students, exactly as you’d like it to be executed.  Once the students are using the strategy, encourage praise, and monitor students as they work.

Establish a routine for students so that they know the step-by-step procedure to follow during paired/partner reading.  Some things to think about include: Will they read aloud, simultaneously? Will they take turns with each person reading a paragraph? Will one person read while the other person listens and follows along?

Decide on an error-correction procedure to use when supporting their partners’ reading.  Should they re-read or correct misspoken words?  Should they signal to their partners if they are having difficulties?  Should the listening partner signal to the reading partner if he/she makes a mistake?

Model the procedure with a partner to ensure that students understand how to use the strategy (be sure to show students both the correct procedure and the incorrect procedure so that they clearly understand the differences).

Ask students to begin reading in pairs; remind them to adjust their reading speeds (if reading simultaneously) so they stay together.

Remind students to offer praise and feedback frequently as their partners are reading.

Monitor and support students as they work.

Experiment with Paired Reading by switching partners and groups with new texts!

Related Resources

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Using Paired Reading to Increase Fluency and Peer Cooperation | Read Write Think

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Partner Reading Youtube Classroom Demonstration

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Partner Reading Youtube Classroom Demonstration

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A Class of 14 Students Engaging in A Partner Reading Activity Using Grade-Level Instructional Text.

https://www.youtube.com/watch?v=qV15vc3jT0Y

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Video 35: Partner Reading (REL Southeast)

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https://highlandliteracy.com/wp-content/uploads/2018/02/paired-reading-for-teachers.pdf

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https://highlandliteracy.com/wp-content/uploads/2018/02/paired-reading-for-teachers.pdf

A PDF Flyer of How To Use A Paired Reading

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https://www.adlit.org/topics/comprehension/scaffold-mindful-silent-reading

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One way to scaffold mindful silent reading is by teaching students a set of prompts or procedures to use as they read. This type of scaffolding helps students to engage in mindful reading but gradually releases to them the responsibility for using a variety of cognitive strategies, such as activating prior knowledge and questioning the author. A sample lesson is shown below.

Another way to scaffold silent reading for comprehension is to teach six signals that indicate a need for comprehension repair. These signals function as prompts for struggling readers to help them internalize and routinize comprehension monitoring.

6 Signals

The inner voice inside the reader's head stops its conversation with the text and only the reader's voice is heard pronouncing the words.

The camera inside the reader's head shuts off, and the reader can no longer visualize what is happening.

The reader's mind begins to wander, and the reader becomes aware of thinking about something far removed from the text.

The reader cannot remember or retell what has been read.

The reader is not getting clarifying questions answered.

Characters are reappearing in the text and the reader doesn't recall who they are.

Sample Lesson for Scaffolding Silent Reading
(15-20 minutes)
Teacher script Before you read, think about what you already know about the topic. Also look for two words that might be challenging. Underline those words or put a sticky arrow on them. Student action
Students skim through the text looking for challenging words. They underline them or put down a sticky arrow.

___________
Teacher script Now read the passage silently. If you finish reading before others, please write a sentence telling the main idea of the passage on your whiteboard. Student action
Students take as much time as they need to read the passage silently.

__________
Teacher script Now that you have read the passage, write down a few words or phrases that will help you remember what is important about the topic. Student action
Students jot down their key words or phrases or construct or complete a simple graphic organizer.
Teacher script Now I'm going to read the selection aloud as you read along silently. Follow along with me. (Teacher reads the passage aloud at the target rate per minute.) Student action
Students follow along as the teacher reads orally.

__________

Teacher script
What is one thing the author wants you to remember from this selection? Write it on your whiteboard. Student action
Students write down what they think the author wants them to remember on a whiteboard or in their reading journal.
Teacher script Now read the selection one more time. Your goal is to read as much of the passage as you can in one minute. (Teacher stops the reading after one minute and tells students to circle or put down a sticky arrow on the last word they read before time was called.) Student action
Students read the passage silently.
Students circle or put down a sticky arrow on the last word read.

__________
Teacher script Write a question on your white board that you would like to ask the author if he or she were here in the classroom with us. Student action
Students write their questions.

__________
Teacher script Let's ask each other some of these questions and see if we can read the author's mind.
Source: Adapted from Heibert (2003) and Heibert and Fisher (2002).

One caveat before you are tempted to give your struggling students a handout with these six signals listed and announce that whenever these things happen, they need to refocus their attention. Struggling readers won't know what you are talking about. They hear no inner voices. They see no cameras or video recorders. Start from scratch and think aloud for students about one signal at a time. Explain very clearly what your inner voice is saying to you at various times. Tell them precisely where you zoned out and started thinking about what you were going to have for lunch. Then as you work with them in scaffolded silent reading groups, stop the reading every five minutes to talk about what their inner voices were saying when you called time. After spending a week or two with the inner-voice prompt, try the camera prompt. These will be new insights for your students and perhaps even for you as a reader.

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Help students internalize and routinize their reading comprehension monitoring with this sample lesson.