Choral Reading Lesson

Given the freedom to select and determine the type of book and choral reading we were to do in class, it was interesting to see how my group came to a general consensus as to how we should read our given choice of book. Perhaps it was learning choral reading as a young reader or in later years as a more experienced learner which made our choice seem so obvious to our group. We decided to read and share our story in a way in which one main person reads new text read for the first time, and everyone chimes in at the parts that are repetitive. This seemed obvious to our group. Though it seemed obvious, we still seemed to have a good discussion as to why the other methods did not work as well as our choice way did.

Most of the GLCE's for 8th grade were addressed in our group. Personally, as the main reader (teacher role) in this activity, I made a point to stress the necessary key ideas (namely, the differences among the text) so they would stand out. When it was time for us all to read together, we all read in a somewhat monotone and drawn out manner to emphasize the pattern of repetitiveness in the book. These were some of the speaking expectations of the 8th grade GLCEs. Some of the listening and viewing expectations were also addressed. For example, we specifically noted a change in body language when going from the main reader parts to the group parts. This conveyed to the group that their participating part was coming up and that it is social correct to participate. This was conveyed non-verbally. Even as we as a group practiced, some parts of the book were tricky to remember when we all read together and when we did not, so I as the main reader made sure they would know from my body language that we were all to read this part. Especially since we were reading about likes and differences, it is doubly important to note that parts read together were extra important in the overall meaning of the book after we practiced orally and got to see how we sounded. We were able to construct and adapt our presentation after we got feedback from listening to ourselves practice.

Looking back at our whole lesson, it is important to notice the scaffolding that Kate had given us, for had we not practiced one as a group, or had a list of the types of possible choral reading styles, we may not have been as successful with our presentation. This connects with Vygotsky's zone of proximal development theory in that we as learners can accomplish so much more with prompts and assistance than we could ever acquire alone.

I also think that though we looked at choral reading for 8th graders, I believe that choral reading is good for all levels of reading development. As I noted from a placement earlier in my education at MSU, young students are more confidant in participating in reading when they know what is to come. Kids will gain confidance in themselves as a reader and as a participator because it shows them that it is ok and even encouraged to be active in the classroom. Higher up in a child's education, choral reading can be studied to look closer at syntax, diction, rhythm, pattern, rhyming, etc. depending on which level they are at.

This activity was an excellent reminder that we are never too old to study choral reading and reap benefits from it, whether it helps someone study, teach a lesson, learn to read, or whatever the case. Choral reading is excellent at all age levels, and with the appropriate guidance can be helpful at any stage in education.