I.

READING STRATEGY TOOL/ CHORAL READING

A. DESCRIPTION OF THE READING TOOL

Developing strong reading skills in students is one of the key goals of every early
education program. It is through reading that students expand their vocabulary and learn
about the world. Reading is also the key to success in spelling and writing. As a teacher,
she or he must be equipped of strategies to cater the different level or abilities pupils or
students have in order to produce learners that could totally face the challenges of the 21st
century. From the Reading Strategies for the Content Areas there were many reading
strategies presented. One that caught my attention was the Chorale Reading.

Choral Reading It is an interpretive reading of text, often poetry or songs, by a

group of voices. Students may read individual lines or stanzas alone, in pairs, or in unison.
Choral reading requires repeated readings of a particular passage and it gives practice in oral
reading. It is especially well suited to rhymes, poetry and lyrics. As part of the activity, the
teacher should also read to help set the pace, as well as model proper pronunciation.
Enjoyment and learning should come out of the process of figuring out HOW to perform the
poem rather than the performance itself. By using this reading tool there will be skills that
pupils will learn and master. One of which is it helps them decode. It develops fluent and
effective read aloud skills that is very important for a learner to be able to read. This choral
reading also help learners improve their vocabulary. It helps students to pronounce correctly
words that are new to them. It helps students understand rhythm, meter, patterns, rhymes and
character of a poem and most of all it demonstrate the importance of oral tradition.

B. IMPLEMENTATION

During the implementation, the chosen reading material is a story entitled “The Lion
King and His Three Advisers”. Each student individually reads the selection that is going to
be chorally read, or one student can partner up and one read it aloud with the other person
following along silently, then the readers read the piece together. Now here comes the fun!
all the students read together chorally and during the reading, try to select the most
appropriate voice elements to reinforce the meaning of the selection. Use contrasts like high
and low or strong and soft. During the choral reading the pupils alternate slow and fast lines.
Also the loud and soft lines are having the alternate and so with the low and high voice.
During the reading, it was taught to emphasize key words and phrases by reading them in a
louder voice. After that, learners pause for a specified number of beats before they join in a
continue reading then the teacher clap or make a certain sound at the end of the certain line,,
stanzas, or paragraphs.

During the implementation, it was found out that the passage should be relatively
short so that pupils will not get exhausted while doing the chorale because as we all know
there are learners that easily get tired and by that they will not have interest in doing the
activity. The materials chosen were also simple and fit to their level in order for them to
easily understand the story. It was also found out that the story has words or lines that are
interesting for them to read just like the lines of each character in the story wherein they the
readers able to change their voice suited to the feeling or emotion of the character. By doing
so, they become interested and excited. Most importantly, the clapping and other sound
effects produce by the pupils add to the dramatic presentation of the reading passage.

C. REALIZATION/CONCLUSION

During the conduct of this tool it was found out that reading is not actually that big
problem if teachers or molders are equipped with strategies and interventions to cope up
those learners with reading problems. A teacher should formulate effective goal or systematic
plan that involves reading so that she/ he will have a guide in answering this growing number
of nonreaders. A teacher must know that each learner must be given systematic instruction to
develop their reading disability. An instruction that will surely cater their problems with
enjoyable learning style. The involvement of parents in a struggling child’s education can
make a world of difference and so it is also important to give parents the responsibility of
guiding their children and teach them during their own time in their own home. Learners
learn best when they are given a lot of stuff in a different manner.
II. READING PROBLEM

Reading is most important tool that any learner should be taught of. In war, it is the
best weapon that anyone could have in order to fight in life and to reach the peak of success.
Without it, anyone couldn’t be impossibly face the challenges that a 21st century could offer.
As of this generation, many suffer when it comes to reading. For sure there are factors
affecting each cause on why reading these days is difficult to learn by the pupils but easy to
implement by the teachers. Problems affecting this reading problem may the following:

1. Issues with decoding

Also known as sounding out words, decoding is when children are able to put sounds to
letters in order to sound out written language. It’s common for beginner readers to struggle
when they meet new or unfamiliar terms, but typically decoding becomes easier with phonics
instruction and repeated practice with reading out loud but there are number of learners
nowadays who aren’t capable to decode words. They have difficulty in producing sounds of
the consonants so is in decoding. The most problem with these are learner have reached
higher grade in elementary yet their difficulty to decode words are still in higher percentage.

2. Poor comprehension

There’s a lot going on in reading, from letter and word recognition to understanding meaning
at the phrase, sentence, and paragraph level. When a beginner reader encounters vocabulary
they do not know or do not recognize due to inaccurate decoding, they are likely to skip
ahead. The more blanks in a line of text, the harder it is to make meaning and the more
cognitively challenging and frustrating the reading task becomes. That’s why poor
comprehension can result when a student struggles with decoding, has a limited vocabulary
or attempts to read a text that is at too high of a level

3. Speed in Reading

The more students read, the more they encounter unfamiliar terms. Quite often the context in
which these new words are found gives children all of the clues they need to guess at the
meaning. As students expand their vocabulary, they recognize more words by sight and
reading speeds up. If speed is still an issue, there may be an underlying problem, such
as slow processing. Reading is a cognitively demanding task and holding so much
information in the mind while continuing to process text can exhaust children with slow
processing.
II. INTERVENTION

Students need to develop strong, fundamental reading skills in elementary school to

set the groundwork for future success in all academic areas. That’s why it is essential to help
struggling students close academic literacy gaps in the early years before they begin to tackle
more complex materials. To help struggling students make the reading gains they need, a
teacher must have varied approaches in order to help and cater the individual differences of
learners in terms of reading. The following are some of the many intervention used by myself
to answer the problem above and so with the others.

One of the problems is how the pupils decode words in order to answer this problem I
have conducted diagnostic to know their learning path. With today’s large class sizes, it can
be difficult for us teachers to provide individualized attention when students struggle but one
way to help teachers develop the learning for these students is to know the learning path of
each pupils. It enables teachers to know the approach she’ll be doing and pupils will be
given work on their own pace and on their own learning path. As they work, progress will be
monitored and by that learners will be able to given activity suit to their level.

Another problem encountered in terms of reading is the poor comprehension of learners of

pupils when it comes to reading stories or passages or even sentences. During this time
learners with poor comprehension are given remedial classes. Every time they are given short
passages to read with ten items questions to be answered after each reading of the ten to
fifteen reading passages. Most of the time they also read with the use of big books to see the
real happening of the story read by them and after which questions will be answered by them
to measure the level of their comprehension. Learners with poor comprehension are also
given reading materials to be read at home with the help of their parents as parents were tap
by the teacher to help and develop study habit of their leaners to address this growing number
of poor comprehension learners.

Speed in reading is one of the many problems encountered by teachers in teaching reading.
Many learners in today’s generation read in their own pace of time regardless of the
instruction that they are given minutes to finish the material. They don’t have the ability to
read in exact speed with comprehension instead they read and finished each whatever time
they wanted to. So to address this problem in my own class, i gave reading activity with extra
time. It means they read and read with enough time until they can understand what they read.
But there is a follow up activity after each reading.
III. IMPLICATION

Students need to develop strong, fundamental reading skills in elementary school to

set the groundwork for future success in all academic areas. That’s why it is essential to help
struggling students close academic literacy gaps in the early years before they begin to tackle
more complex materials. To help struggling students make the reading gains they need to be
given exact approach or tool suited to their level for learning to real happen and easy to do
so. There are strategies to choose from that will surely suit to each learners. Teacher must
have a goal to make to achieve the plan. The goal is to find each student's learning strengths
and engage those strengths to introduce new information. Instead of telling a student about a
particular concept, multisensory activities allow a student to experience the concept.
Engaging in strategies and activities that incorporate all of the senses can help students
understand new information in ways that work best for them.

Reading is a key aspect of all classroom subjects, so it is imperative to help students

who struggle with reading to close the gap. Every student learns differently, so we the
educator try incorporating ideas into our classroom routines and make sure to conduct the
plan to achieve the goal that is to produce productive reader ready to face challenges in the
21st century.

Prepared by:

RUTHY CATHERINE I. CARMONA

Student