1. Why “Whole-Class?”
Individualized reading instruction is typically not possible.
“Anonymity”
Modeling
Efficient
Multiple rewards
Easy to implement

2. Using WCCR (Paige, 2011) What is WCCR? How is it implemented?
How does it help students increase their oral reading fluency skills?
What has research (ie. studies conducted by Paige and Rasinski) revealed about the benefits of using WCCR?

3. CHORAL READING Three types are effective… UNISON
ECHO (also called “ECHOIC”)
ANTIPHONAL

4. UNISON READING
Unison reading is where everyone reads together…

5. ECHO READING
Echo (sometimes called echoic) reading has the teacher or a student (if students are in pairs) read a passage aloud, then everyone else “echoes” by repeating it.

6. ANTIPHONAL READING
Derived from ancient monastic traditions, antiphonal reading has two groups.
The first reading group, or person, if they are reading in pairs, reads a passage aloud (usually a sentence or two), and the second group reads the following line(s).

7. … ALL CHORAL READING STRATEGIES CAN BE DONE WHOLE GROUP, OR WITH STUDENTS READING IN PAIRS

8. TIP: Give ‘em five!
5 minutes of choral reading each day using the textbook or other materials will yield great improvements in reading fluency and comprehension over time.

9. NOW, Let’s talk about ways we can apply this in our classrooms…

10. Whole-Class Choral Reading: Steps to follow on Monday
Introduce New Words
Teacher Modeling & First Reading
Second Reading
New Word Review
Third Reading
Note: On Tuesday through Friday a second reading (Step 5) is not required. This should only take about 5 minutes on these days.

11. MONDAY Before Reading Step 2: Modeling the Text
While students are following along silently with their text, the teacher models reading the text aloud.
Teacher should use appropriate voice expressions and reading rate.
Pay attention to commas, periods, and phrases.

12. MONDAY During Reading Step 3: Second Reading
Students now read the text aloud and in unison.
To begin the class reading together, teacher uses a “3- 2-1” countdown.
Teacher must read aloud in a loud voice.
Teacher “travels” the room during the reading.
Teacher makes a mental note of difficult words and phrases to review after reading.

13. MONDAY After Reading Step 4: New Word Review
Teacher models words and phrases that were difficult for the class.
Ask the class for questions regarding any text that was confusing or difficult.

14. MONDAY Step 5: Third Reading (Monday only)
Class now reads the text aloud using “Step 3” procedures.

15. Teacher uses “Step 3” procedures.
Tuesday and Wednesday
Students read the text once each day. This will take about 5 minutes once they start.
Teacher uses “Step 3” procedures.

16. Thursday and Friday Let’s “Change it Up”
Echo reading:
The teacher reads a sentence and then the class reads the same sentence.
This is done until the text is completed.
Antiphonal reading:
Split the class into two groups
One half reads a sentence, the other half reads the next sentence.
This back and forth strategy is used until the text is completed.

17. Gradual Release of Responsibility Students take “Ownership for Reading”
As students become familiar with the text, it is important to transfer responsibility for reading to them.
To do this, the teacher simply reduces her/his vocal volume a little each day.
Explain to students that they must listen to each other in order to “stay together” during the reading.

18. Class Monitoring
Teacher must walk the room during readings.
Encourage students who may not be reading.
Remember-- Never Embarrass Anyone!!!