Choral reading involves oral reading of text.

In choral reading, the teacher leads the reading of a text that students have read previously with 95% accuracy, and students join in to orally read the text in unision

Here are some strategies for teaching reading:

Vocabulary development

Fluency

Comprehension skills

• Teacher should provide the appropriate texts right level linguistically, interesting & relevant to their needs

• In order to make reading activity meaningful teacher should implement the three stages in a reading lesson by considering student's preferable activity.

• Reading teachers must teach productive reading strategies.

know the meaning of words,understand the meaning of a word from a discourse context,

follow the organization of a passage and to identify antecedents and references in it,

draw inferences from a passage about its contents,

identify the main thought of a passage,

ask questions about the text,

answer questions asked in a passage,

visualize the text.

Also,it helps to improve to being able to predict the purpose of the passage,the main topic or massage.Skimming gives a head,as they embark on more focused reading

1. Phonemic Awareness

2. Phonics

3. Fluency

4. Vocabulary Development

5. Comprehensio

6. Guided Readingn

• Identify the purpose in reading

• Use graphemic Rules and Patterns to Aid in Bottom-up Decoding

• Use efficient silent Reading Techniques for Improving Fluency

• Skim the text for Main Ideas 💡

• Scan the Text for specific Information

• Use Semantic Mapping on Clustering

• Guess when you AREN'T Certain

• Analyze Vocabulary

• Distinguish Between Literal and Implied Meanings

• Capitalize on Discourse Markers to Process Relationships

2. These activities have various purposes, including pre-teaching or activating vocabulary, predicting content, generating interest and checking understanding of task.

3. While listening" is a stage in a lesson where students are exposed to a recorded text and are expected to listen for meaning

4.Post-listening is a follow-up activity to a listening activity that aims to help students develop other skills, such as writing or speaking, using the knowledge they gained from listening.

5.The goal of post-listening activities is to help students understand authentic audio ma

terials.

1. Decoding: This is the foundation of reading, where students learn to recognize letters, sounds, and word patterns. Phonics and phonemic awareness play a big role here.

2. Vocabulary: A strong vocabulary helps readers understand more complex texts. Students need exposure to a wide range of words, which they can learn through reading and direct instruction.

3. Comprehension: Beyond decoding and vocabulary, comprehension is about making sense of the text. Good readers use skills like predicting, questioning, summarizing, and visualizing to deepen their understanding.

4. Fluency: Reading fluency involves the ability to read text smoothly, accurately, and with appropriate expression. Fluent reading allows better comprehension since students don’t have to focus heavily on decoding.

5. Critical Thinking: This involves teaching students to analyze, interpret, and evaluate what they read. They learn to form opinions, make inferences, and draw conclusions based on text

1. a single text (skimming and scanning reading),

2. parallel texts (reading two or more texts on the same subject thus creating information gap between the readers),

3. divided text (splitting the text into parts and handing them out for the learners to read and them put information together, thus organizing a jig-saw reading).

1.Survey: Skim the text for an overview of main ideas.

2.Question: The reader asks questions about what he or she

wishes to get out of the text.

3.Read: Read the text while looking for answers to the

previously formulated questions.

4.Recite: Reprocess the salient points of the text through oral or

written language.

5.Review: Assess the importance of what one has just read and

incorporate it into long-term associations.

📋While-reading: Students should take note of while they read .

📋Post-reading: consider vocabulary

study, identifying the author’s purpose, discussing the author’s

line of reasoning, examining grammatical structures, or steering

students toward a follow-up writing exercise.

💭Intensive reading

It is usually a classroom-oriented activity in which students focus on the linguistic or semantic details of a passage. Studentsʼ attention to grammatical forms.

💭Extensive reading

It is carried out to achieve a general understanding of a usually somewhat longer texts. Longer texts are books, long articles, essays.

1. Discriminate among the distinctive graphemes and orthographic

patterns of English.

2. Retain chunks of language of different lengths in short-term

memory.

3. Comprehend written language at an efficient rate of speed to

suit the purpose.

4. Recognize a core of words, and interpret word order patterns

and their significance.

5. Recognize grammatical word classes (nouns, verbs, etc.),

systems (e.g., tense, agreement, pluralization), patterns, rules,

and elliptical forms.

6. Recognize that a particular meaning may be expressed in

different grammatical forms.