Part I: Choral reading and echo reading can be used to help struggling readers develop

phonological awareness, phonological analysis, phonics and fluency. Do you agree with this
statement?

Yes, I agree that choral reading and echo reading are both useful strategies to help struggling
readers.

During choral reading, there are always multiple people reading at one time. This is great for
students because no one feels singled out. I was one of those students who hated reading out loud
in class because what would happen if I got a word I couldnt pronounce? I would spend more
time focused on skimming the passage for hard words, so I would be prepared to read out loud,
but while doing that I never fully listened or understood what we read afterwards. The choral
reading strategies helps get rid of that stress on students because everyone is reading out loud
together, you can all follow along to how the words should be pronounced. Since students are
following along reading out loud with others, the choral strategy is especially helpful for slow
readers, so that they are able to keep up with the class and get practice at reading faster out loud,
increasing their fluency.

In echo reading, the teacher reads a passage out loud first, and then has the students repeat that
same passage back to them. This is a great strategy because it gives students the opportunity to
first hear how to correctly pronounce the word, before they have to read it out loud. Again, this
helps take away stress off of students and gives them the confidence to read out loud. Also,
having the students repeat the passage back to you gives them more practice, increasing their
reading fluency. During echo reading, teachers also have the ability to change the way they are
talking, increasing the students phonological awareness.

Part II: List and describe three ways you could scaffolding development of phonics with words
from both informal and academic language (hint: be sure to include teaching word parts and/or
cognates)

1. Visual Aids: For visual aids, you can have a visual of a vocabulary term corresponding to the
term, with the term name written out how it is spelled, but also written with its phonetic spelling.
For example, in my high school math classroom, I would have a visual picture of a cubic
function on a graph, and underneath it I would first have the word CUBIC, but then underneath
that, (que-bic), so they have an idea on how to correctly pronounce that vocabulary term.
2. List-Group-Label: In this activity, students are first given a topic. Students are then to come up
with a list of different words they believe belong to that topic. Once students have their list of
words, they then put their words into different groups. You could make these groups be based on
similarities in different parts in their words. This helps students recognize different parts of
words and understanding their meaning.
3. Make connections to familiar words and emphasize root words: A great example for this in
math is the word quadrilateral. Quartos in Spanish is four and, by definition, a quadrilateral has
four sides. So in this activity you can give students similar examples to the one I gave and have
them find connections from the meaning of parts of the word, to the definition of the word.