This document outlines an activity to teach 7th grade students reading skills using the repeated reading method. It involves having students work in pairs to take turns reading passages aloud to each other and giving feedback. Specifically, the activity has students read the passage "I am a Filipino" by Carlos P. Romulo multiple times to improve oral fluency, comprehension, and reading confidence. The reader's partner evaluates their skills using a Likert scale questionnaire focusing on elements like speed, rhythm, and intonation. The goal is for both students to enhance their reading abilities through practice and peer feedback.

1. Maria Xyleane B. Alforte
LITE001 TESL February 20, 2014
Teaching Reading Skills
I. Audience: Grade 7
II. Title of Article and Author:Building Fluency through the Repeated Reading Method
by Joshua Cohen
III. Topic:I am a Filipino by Carlos P. Romulo
IV. Reading Skills
Oral fluency and comprehension, reading fluency and confidence with the text
V. Learning Objectives
a. Discuss I am a Filipino by Carlos P. Romulo;
b. Explain the importance of reading and rereading a passage;
c. Determine the role/s of the listener in improving reading fluency;
d. Read a speech with appropriate speed, rhythm, and intonation; and
e. Evaluate a partner based on how he/she improve his/her reading skills.
VI. Materials
Copies of I am a Filipino by Carlos P. Romulo
Evaluation sheets and Likert scale used for assessing partner’s performance
VII. Activities
Technique 2: Paired Repeated Reading
1. The teacher will use I am a Filipino by Carlos P. Romulo as the reading passage.
2. The students will work in pairs. Each should be both a reader and a listener.
3. The teacher will highlight the role and significance of the reader. He/she will
explain to students that they will be reading and rereading to improve their
reading skills as well as to engage their listeners by reading with appropriate
speed, rhythm and intonation.
4. The teacher will also discuss the role of the listener as they can help his/her
partner to improve in reading fluency.
5. The teacher can boost cooperative learning on students by asking them to report
on the improvement of their partners. He/she can instruct the students to do self-
and peer-report as a means of assessing their reading fluency improvement.

2. 6. Then, the teacher will create a Thurstone or Likert Scale for both readers and
listeners to give feedback to each other while learning together.
Sample Likert Scale
Instructions: Rate your partner as to how he/she performed today by
circling the appropriate indicators below.
(SA) Strongly Agree (A) Agree
(U) Undecided/Not Sure (D) Disagree (SO) Strongly Disagree
1. My partner reads with correct speed, rhythm and intonation.
(SA) (A) (U) (D) (SO)
2. He/She is hesitant to read.
(SA) (A) (U) (D) (SO)
3. He/She enjoys reading as well as listening when it is my turn to read.
(SA) (A) (U) (D) (SO)
4. He/She pays attention when I am reading.
(SA) (A) (U) (D) (SO)
5. He/Sheis interested to improve his/her skills more.
(SA) (A) (U) (D) (SO)
Instructions: Rate yourself as to how you performed today by circling the
appropriate indicators below.
1. I can read with correct speed, rhythm and intonation.
(SA) (A) (U) (D) (SO)
2. I see no significance on reading.
(SA) (A) (U) (D) (SO)
3. I see opportunities to improve my skill towards reading.
(SA) (A) (U) (D) (SO)
4. I feel lazy to listen to my partner when he/she reads.
(SA) (A) (U) (D) (SO)
5. I enjoy both reading and listening to my partner.
(SA) (A) (U) (D) (SO)
7. The students will take turn to read and listen. One partner will be reading the
passage while the other one will listen and evaluate their partner’s reading skills
and vice versa.

3. 8. Next, the teacher will supervise the student pairs as they take turns to read and
listen especially during the evaluation process.
9. To encourage active listening and collaboration, the students are tasked to
complete a set of listening questions or tasks for which they will need information
from the text their partner is reading.
10. Finally, the students will rate their partner as to how he/she reads and improve
from the beginning of the reading process.
Source:
Cohen, Joshua. (2011). Building Fluency through the Repeated Reading Method.
English Teaching Forum.Vol., No. 3, pp.20-27.