2 English Quarter 3 – Module 8: Differentiating Choral Speaking from Echo Reading CO_Q3_ENGLISH2_Module8 English – Grade 2 Alternative Delivery Mode Quarter 3 – Module 8: Choral Speaking and Echo Reading First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Development Team of the Module Writer: Editors: Reviewers: Graphic Artist: Layout Artist: Management Team: Maria Joan B. Aguilar Ramil G. Ilustre PhD Gina R. Borje Garry M. Achacoso Jeffrey G. Delfin John Paul C. Paje Kenneth B. Tiong Ferdinand D. Astelero Nicolas T. Capulong PhD, CESO V Librada M. Rubio PhD Ma. Editha R. Caparas EdD Nestor P. Nuesca EdD Manolito B. Basilio EdD Garry M. Achacoso Rachelle C. Diviva Printed in the Philippines by__________________________ Department of Education – Region III Office Address: Matalino St. D.M. Government Center, Maimpis, City of San Fernando (P) Telephone Number: (045) 598-8580 to 89 E-mail Address: region3@deped.gov.ph ii 2 English Quarter 3 – Module 8: Differentiating Choral Speaking from Echo Reading Introductory Message This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson. Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you. Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning. Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task. If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Thank you. vi CO_Q3_ENGLISH2_Module8 What I Need to Know You enjoy doing things alone or with someone. Playing with friends makes you happy. Participating in choral speaking and echo reading of short poems, rhymes, and stories with repeated patterns and refrains in English may also give you that feeling. This module gives you information and activities for you to develop imagination and creativity, encourage teamwork, develop a sense of performance, and improve your skill in matching the spoken word with the printed word (Jennings, Caldwell, and Lerner, 2014). It also lets you enjoy short poems, rhymes, and stories while learning. At the end of this module, you are expected to: 1. differentiate choral speaking from echo reading; 2. practice reading the repeated patterns and refrains in short poems, rhymes, and stories; 3. participate in choral speaking and echo reading of short poems, rhymes, and stories observing correct volume of voice, reading speed, and intonation. 1 CO_Q3_ENGLISH2_Module8 What I Know Directions: Put a check in the box if the poem, rhyme, or story is recited through choral speaking and draw a star if it is done through echo reading. Write your answers on a separate sheet of paper. 1. Fly Little Mia All : Fly little Mia. Boys : Spread your wings, little Mia. Girls : Can you see the sky? All : Is it fun to fly? 2. Pretty Dragonflies Teacher : Red dragonflies Row 1 : Green dragonflies Row 2 : Blue dragonflies Row 3 : Gold dragonflies All : How many dragonflies are there? 2 CO_Q3_ENGLISH2_Module8 3. Ice Cream Teacher : Is it hot? All : Is it hot? Teacher : Or maybe not, All : Or maybe not, Teacher : Because I have a cone of ice cream. All : Because I have a cone of ice cream. Teacher : Banana, strawberry, ube cream. All : Banana, strawberry, ube cream. 4. Shiny Oranges All : Oh, shiny oranges! Boys : Mother bought so many. All : Oh, shiny oranges! Girls : One, two, three All : Oh, shiny oranges! Boys : Give strength to my body. All : Oh, shiny oranges! 3 CO_Q3_ENGLISH2_Module8 5. Basket of Fruits Teacher : Mama came home from the town market with a big basket. “Mama what is that?” said Mart. “It is a guava,” said Mama. “Oh, it’s a guava!” said Mart. All : Mama came home from the town market with a big basket. “Mama what is that?” said Mart. “It is a guava,” said Mama. “Oh, it’s a guava!” said Mart. Teacher : “Mama what is that?” Mama said, “It is a banana.” “Oh, it’s a banana!” Then, Mama washed the fruits with clean water. All : “Mama what is that?” Mama said, “It is a banana.” “Oh, it’s a banana!” Then, Mama washed the fruits with clean water. 4 CO_Q3_ENGLISH2_Module8 Lesson 1 Differentiating Choral Speaking from Echo Reading This module provides you with activities that will enhance your skill in differentiating choral speaking from echo reading. You will also learn while having fun in reading short poems, rhymes, and stories with repeated patterns and refrains. What’s In In your previous lesson, you learned that you could identify the theme by looking for clue words. This time, you will also be looking for clue words but it will be easier because the words or phrases are repeated, and a guide will help you. On the first reading, your facilitator will try this popular nursery rhyme alone. Then, on the second reading, you will see A and B. The A part is for your facilitator and the B part is for you. First reading: Head, shoulders, knees and toes Head, shoulders, knees and toes, knees and toes Head, shoulders, knees and toes, knees and toes And eyes and ears and mouth and nose Head, shoulders, knees and toes, knees and toes 5 CO_Q3_ENGLISH2_Module8 Second reading: Head, shoulders, knees, and toes A: Head, shoulders, knees and toes, knees and toes B: Head, shoulders, knees and toes, knees and toes A: And eyes and ears and mouth and nose B: Head, shoulders, knees and toes, knees and toes Did you find the activity easy? If yes, then you are doing a good job! What’s New Ask your parent or guardian to read the underlined words for you. Listen to them carefully as they read the words with proper intonation and pronunciation. Use your index finger to point through the line while you are listening. Shiny Oranges All Boys All Girls All Boys All : Oh, shiny oranges! : Mother bought so many. : Oh, shiny oranges! : One, two, three : Oh, shiny oranges! : Give strength to my body. : Oh, shiny oranges! 6 CO_Q3_ENGLISH2_Module8 It is easy, right? This time, read it with a friend or with your brother or sister. Reading with someone using a guide like the lines under the words makes it easier and funnier. What is It Did someone read the words first before you? Did you find reading easier and enjoyable when you have a partner or with friends? Did you follow through while pointing your fingers at the words? Did you find it fun when the lines in the poem were distributed among you and your friends and when you read altogether in some parts? The activities above used a strategy called echo reading and choral speaking. In echo reading, the teacher reads a line first and the students repeat it (Tompkins, 2009). The teacher models the way of reading. While choral speaking is reciting together of a poem or a piece of prose by children who impart the meaning of the selection clearly and spontaneously (Garrison, 2009). 7 CO_Q3_ENGLISH2_Module8 Earlier in What’s New, you asked your parent or guardian to read the lines for you before your turn. That strategy is called echo reading. On the other hand, choral speaking is when you read with a friend or sibling where you can see the “All” part and with a line under the words. The term “All” is only one of the many ways on how to do choral speaking. You can read with friends or a specific group given by the teacher. You should also consider the volume of your voice, reading speed, and intonation. Here are some tips on how to master the skill with your groupmates. Volume The volume of your voice must be heard by the last person in your audience. Practice inhaling deeply and opening your mouth widely to achieve maximum volume. Reading speed Your reading speed must not be very fast nor very slow. Make sure that the listener can still understand the words and ideas that you deliver. Intonation Changing the tone of your voice can attract listeners and make them more interested. You can show emotions, emphasis or attitudes when speaking. You can try the following examples: trembling voice when scared, shouting when excited, or whispering when sad. 8 CO_Q3_ENGLISH2_Module8 Let us try echo reading with this short example from What I Know. You can replace “Teacher” with anyone who is available in your family. Fly Little Mia Teacher You Teacher You Teacher You Teacher You : Fly little Mia. : Fly little Mia. : Spread your wings, little Mia. : Spread your wings, little Mia. : Can you see the sky? : Can you see the sky? : Is it fun to fly? : Is it fun to fly? Having the presence of a model gives you the confidence to read the words correctly, right? Good job! Let us try choral speaking this time. You need two or three family members so you can read the lines based on the directions given. Pretty Dragonflies You : Red dragonflies, Family member 1 : Green dragonflies, Family member 2 : Blue dragonflies, Family member 3 : Gold dragonflies, All : How many dragonflies are there? Is the second example fun to read? Did you read the last line altogether? You are doing great! 9 CO_Q3_ENGLISH2_Module8 What’s More Rubric Criteria 3 points 2 points 1 point Volume of the voice normal soft inaudible Pronunciation and Intonation Capable of pronouncing and modulating correctly. Capable of pronouncing and modulating with minimal errors Pronounces with little clarity and has difficulty in modulating words. How many words were read? Complete words 2 or more One word was words were missing missing Reading in unison Smooth flow of One reader is reading slow or fast Very poor performance A. Directions: Ask your parents, guardian, or facilitator to read the poem first for you. Then, get a partner. Read the lines of A and ask your partner to read the lines of B. Free Time A--- Now that I have a free time, B--- I can play more games. A--- I can read more books. B--- I can draw more landscapes. A--- I can eat more fruits. B--- I can swim in the river. A--- I can ride my bike, too, B--- Now that I have a free time. 10 CO_Q3_ENGLISH2_Module8 B. Directions: Read in unison with a partner. Rain Tik, tok! Tik, tok! Rain in the morning. Tik, tok! Tik,tok! Rain in the afternoon. Tik, tok! Tik,tok! Rain in the evening. Tik,tok! Tik,tok! C. Directions: Read altogether with your family. Good Morning Did you fix your bed? Yes, mama. Did you fold your blanket? Yes, mama. Did you brush your teeth? Yes, mama. Did you wash your face? Yes, mama. 11 CO_Q3_ENGLISH2_Module8 D. Directions: Read with your sister or brother. Snack Time You : Palitaw over there, He/She : Champorado over here, You : Banana que over there, He/She : Camote fries over here, He/She : Turon over there, You : Biko over here, He/She : Nilupak over there, You : Lumpia over here, All : Hmmmm, it is snack time! E. Directions: Ask your friends to read the first line (number words) then you read every second line. How About You? One, two I can cook, too. Three, four I can sweep the floor. Five, six I can fold the bed sheets. Seven, eight I can wash my plate. Nine, ten Count again. 12 CO_Q3_ENGLISH2_Module8 F. Directions: Read in unison with three or more members. Follow the rubric for mastery of the skill. Are You Healthy, Too? I like calamansi juice. Do you like it, too? I like pineapple juice. Do you like it, too? When I get sick, My mama lets me drink them. So, I can be strong and healthy again. G. Directions: Use your finger or pencil to run through the words while you are reading. Beach Please, pass me the pink floater. Please, pass me the green salad. Please, pass me the big white towel. Please, pass me the blue beach ball. Please, pass me the red watermelon. Please, pass me the cold orange juice. 13 CO_Q3_ENGLISH2_Module8 H. Directions: Ask your parent or guardian to read the lines for you. Then, repeat after him/her. What I Love About Summer Summer heat Arm floaters White sand Grilled fish Big towels Heavy waves Clear water Colorful sunset Nice hair braids Shiny seashells Juicy watermelons 14 CO_Q3_ENGLISH2_Module8 What I Have Learned A. Complete the sentences. Write only the letter of the correct answer on a separate sheet of paper. a. the teacher reads a line first and the students repeat it b. reciting together of a poem or a piece of prose by children who impart the meaning of the selection clearly and spontaneously c. volume of voice d. intonation e. reading speed _____ 1. I have learned that choral speaking is _________. _____ 2. Echo reading means that ___________. B. Identify what is described in each number. Choose your answers from the box. Write the letter only. _____ 3. I can master my skill in choral speaking and echo reading if I follow tips like changing the tone of my voice to attract listeners. _____ 4. I will always remember to make sure that listeners from the back part of the audience can hear me clearly. _____ 5. I will not speak very fast nor very slow. 15 CO_Q3_ENGLISH2_Module8 What I Can Do Directions: Read the poem below in front of your family or friends. On a separate sheet of paper, ask them to give you points based on the rubric below. Summer Hues There are different colors of flowers. There are red flowers. There are yellow flowers. There are pink flowers. There are orange flowers. There are violet flowers. There are white flowers. So, no matter what colors they are, Please, do not pick them. 16 CO_Q3_ENGLISH2_Module8 Assessment Directions: Read the story below with two or three cousins or siblings in front of your family. Follow the rubric to get mastery of the skill. Friends and Plants Rosa and Lily are in the garden. They are taking care of the plants. They want to grow their plants well. But some plants are almost withered. The next day, Rosa and Lily water the plants, pull out the weeds, and plow the soil. The garden is beautiful because the plants grew well. 17 CO_Q3_ENGLISH2_Module8 Additional Activities Directions: Read the poem below with two or three friends in front of your family. Follow the rubric to get mastery of the skill. Ask your family to record your score on a separate sheet of paper. Summer is Over Boom! The thunder was loud. It almost banged my chest. Then, followed by a rushing pour of rain. I looked by the window. I realized that summer is over. Rainy season is here. 18 CO_Q3_ENGLISH2_Module8 19 CO_Q3_ENGLISH2_Module8 What I Know 1. / 2. / 3. ★ 4. / 5. ★ What’s More A, B, C, D, E and H - Normal, capable of pronouncing, phrasing and modulating correctly, complete words, smooth flow of reading F and G – none What I Can Do Normal, capable of pronouncing, phrasing and modulating correctly, complete words, smooth flow of reading Assessment Normal, capable of pronouncing, phrasing and modulating correctly, complete words, smooth flow of reading Additional Activities Normal, capable of pronouncing, phrasing and modulating correctly, complete words, smooth flow of reading Rubric Answer Key References: Anthony, Rose Marie. "Choral Speaking: Frog on the Log". Cguenter.Yourweb.Csuchico.Edu, 2020. https://cguenter.yourweb.csuchico.edu/FourArts/DR/DRfr og.html. Boyd, Nathalie. "Choral Reading, Repeated Reading & Assisted Reading: Definition & Activities". Study.Com, 2020. https://study.com/academy/practice/quiz-worksheetecho-reading-literacy-strategy.html. Garrison, Geraldine. "Bibliography of Choral Speaking in the Elementary School". The Speech Teacher 3, no. 2 (1954): 107-111. doi:10.1080/03634525409376673. Kolb, Gayla. "The Reading Teacher". Newark 50, no. 1 (1996): 76. Larsen, Sarah, and Missy Tellinghuisen. "RTI: Early Literacy Intervention - Milaca Public Schools". Milaca.K12.Mn.Us, 2019. https://www.milaca.k12.mn.us/page/2509. "Lesson Plan: Session 3: Echo Reading and Fluency: RDLA152.156". Canvas.Pbsteacherline.Org, 2019. https://canvas.pbsteacherline.org/courses/741/pages/less on-plan-session-3-echo-reading-and-fluency. Morphez, Jenylyn. 2020. "K To 12 Curriculum Guide ENGLISH". Academia.Edu.https://www.academia.edu/25170923/K_t o_12_Curriculum_Guide_ENGLISH. Shanahan, Timothy. "Classroom Strategies". Reading Rockets, 2020. https://www.readingrockets.org/strategies/choralreading. “What Is Intonation?” twinkl.com.ph. Accessed January 4, 2021.https://www.twinkl.com.ph/teaching-wiki/intonation. 20 CO_Q3_ENGLISH2_Module8 For inquiries or feedback, please write or call: Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600 Telefax: (632) 8634-1072; 8634-1054; 8631-4985 Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph For inquiries or feedback, please write or call: Department of Education - Bureau of Learning Resources (DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex Meralco Avenue, Pasig City, Philippines 1600
