Choral and paired reading
The diagram below shows the recommended procedure for integrating reading
practice into your lessons when working with ESOL beginner learners with basic
literacy needs.
Scene setting
Set the scene
using visuals,
key words,
video / audio
asset. For
example:
Technology in
our lives (using
pictures of
computers,
iphones,
tablets)
Teacher reading
Teacher first
reads the text
aloud to the
class / group
while running
his/her finger
under the
words
Choral reading
Teacher and
class read
together
Focus on text
features
(optional)
Where
planned,
teachers can
focus on
particular
parts of the
reading capital letters
and full stops,
vocabulary,
sentence
structure,
word endings
Pair work
Students work in
pairs from copies
of the text.
Teacher monitors
pairs
Scene setting
It is important to build reading practice into classroom activities. This requires careful
planning, so that learners are not asked to read texts that they do not understand.
Wherever possible, the vocabulary and structures should be pre-taught and
practised orally before introducing the text. This can be done through using visual
aids such as photographs or real life objects, mime and gesture or through audio or
video recordings. (See the module on vocabulary development for more ideas about
how to introduce vocabulary.)
These activities are particularly effective when used with texts created using the
language experience approach, as learners have already established the meaning of
the text during the composing phase.
© British Council 2014
Choral and paired reading
Teacher reading
The text should be projected onto a large screen, or enlarged and displayed in a
position where all learners are able to see and follow it.
Read the text aloud pointing to the words. In this stage learners should listen to the
text and look at the words. Some more confident learners may feel ready to join in
and read with the teacher, but do not be rushed into moving to the next stage, as
others may need more time. Remember that you are modelling the language and
you should read slowly and clearly, but still maintain a natural rhythm.
Wherever possible, use a volunteer tutor to help read dialogues, so that learners are
clear that the text is a dialogue.
Choral reading
Reading the text together as a group gives learners the opportunity to practise
reading without feeling intimidated. Anyone who feels nervous or self-conscious
about reading out loud will benefit from choral reading as they are likely to be less
inhibited as just one of a group. It can also enhance the sense of being part of the
group and help to create a collaborative learning environment.
Choral reading enables learners to:

develop fluency

sound out (pronounce slowly through breaking down) problematic words

make connections between sound and written script – letters, syllables, spelling

get a feel for breaks marked by punctuation

establish rhythm in reading

gain confidence
Choral reading should be repeated several times.
Where appropriate, you can draw attention to certain features of the text, for
example, initial letter sounds or key words.
Paired reading
In paired reading two learners read a text together, each supporting their partner to
improve their skills. In general one of the pair will be a more proficient reader than
the other. You may have other reasons for pairing particular learners together. For
example, you might want to pair learners with the same first language, so that they
can discuss the text and help each other in their own language. This is particularly
useful with beginner learners who would find it difficult to discuss the text in English.
There are different ways to conduct paired reading activities. The table below gives
an example:
© British Council 2014
Choral and paired reading
Stage
Description
Demonstration
Role play the method with
a volunteer or more
confident reader.
Demonstrate how to
support each other and
give feedback.
Learners new to this
approach will need support.
Pairing students
Pair two learners of
different reading abilities
together (A being the
stronger reader and B the
weaker reader)
Learners may be reluctant
to read in pairs, if this is
something they have not
encountered before. It is
important to social
relationships when pairing
learners as well as reading
ability.
Choosing reading
texts
Give learners the text to
read.
Initially you should use
texts written during
language experience,
scripts from EMW audio /
video resources or texts
you have used in class.
Later as reading develops
you might like to introduce
other texts or ask learners
to choose their own text.
Reading together
Pairs start by reading the
text together or they may
share the reading,
particularly with dialogues.
They may discuss the
words and phrases and try
to work out the meaning of
any that are unfamiliar.
© British Council 2014
Comments
In monolingual groups or
with pairs of monolingual
learners you can encourage
learners to use their own
languages to talk about the
text.
Choral and paired reading
Reading
independently
If they have read to each
other the first time, they
then read together with A
matching B’s pace. When
B feels confident to read
independently he / she
signals to A to stop reading
and continues to read
alone.
This process can be
difficult to explain to
beginner learners and they
may not understand even
when the activity is
demonstrated. This is not a
problem as learners do not
have to follow this exact
procedure as long as A
(the more proficient
reader) knows to step back
from the text and let B
read.
Correction methods
Reader A does not
correct immediately
when B makes an error or
hesitates on a word. He /
she waits for at least 5
seconds for B to selfcorrect before intervening.
Where B does not selfcorrect a word, A says the
word while pointing to it
and asks B to repeat it.
This might take some
practice as learners are
often quick to jump in and
‘help’ other learners.
Resuming paired
reading
The pair continue to read
together till B wants to
continue independently
and gives A a non-verbal
signal as before.
Ending the session
Learners praise each other
to end the session, telling
each other what they did
well and how they are
getting better.
© British Council 2014
At beginner level learners
may not be able to say any
more than a word or two of
praise. This is fine. As they
progress help them
compile a ‘Dictionary of
Praise’ with phrases they
could use to acknowledge
specific improvements.
Choral and paired reading
Individual reading
Where time allows it is a good idea to listen to individual learners read on a one to
one basis. Many of the online activities provide more opportunities for learners to
listen to and read texts. This enables learners to listen and read at their own pace as
many times as they want.
Follow-on activities
Follow-on activities enable learners to build their reading and writing skills using the
texts they have worked with. Examples include gap fill or sequencing activities,
where learners have to reorder a cut up text. There is more detailed information
about using texts in the hand out and online CPD module ‘Developing literacy skills
with beginner ESOL learners, part 3: Using whole texts.’
© British Council 2014