Editing TPR Storytelling (section)

=== Step three: reading ===
Step three is where the students learn to read the language structures that they have heard in steps one and two. A number of reading activities are used in TPRS. The first, and most common, is a class reading, where the students read and discuss a story that uses the same language structures as the story in step two. The next most common activity is [[free voluntary reading]], where students are free to read any book they choose in the language being learned. The other activities are shared reading and homework reading. For shared reading, as in first-language literacy activities, the teacher brings in a children's picture book, and reads it to the students in class, making it comprehensible through circling and other means. Homework reading, as the name implies, means assigning specific reading for students to do at home. All readings in TPRS are comprehensible to the students, which means a very low ratio of unknown words (if any).

==== Class reading ====
The class reading is the most common type of reading activity in TPR Storytelling. TPRS teachers will typically include a class reading as part of every TPRS lesson sequence. This reading is based on the story that the students learned in step two - sometimes it can be the same story, and sometimes it uses the same language structures but with different content. Ideally, the story should be structured so that students will be able to understand most of the story on first view.

The teacher will often begin the class reading by reading aloud the story, or a portion of the story, then having the students translate it into their first language. This translation could be done with individual students, or by the whole class. Translation is utilized selectively in this way as a direct method of ensuring an accurate understanding of the language meaning. This process aims to ensure that all of the students understand all of the words in the reading, as well as the meaning of the reading as a whole.

Next, the class will discuss the reading in the target language. With the goal of making the discussion 100% comprehensible, the teacher will use the same [[#Techniques|TPRS techniques]] as in step two. Also, the teacher may make use of the [[#Pop-up grammar|pop-up grammar]] technique, where grammar points contained in the reading are explained very briefly - in 5 seconds or less. A limited number of grammar points are focused on in any particular reading and they are "popped up" frequently to enhance student retention. The discussion can touch on a wide range of topics related to the reading.

==== Free voluntary reading ====
Many TPRS teachers include [[Free voluntary reading]] (FVR) in their foreign language programmes. The research for FVR is very strong, and has consistently shown that FVR is as good or better than taught language lessons.<ref>{{Harvnb|Krashen|2004}}.</ref> Free voluntary reading can be done in the classroom or at home, but many teachers prefer to focus on spoken stories in class, as it is hard for students to get listening input outside school.

==== Shared reading ====
Shared reading, often called "Kindergarten Day", refers to the practice of the teacher reading a children's picture storybook to the students. The name is intended to conjure up the image of being read to as a child, but the activity can be done with any age group.

==== Homework reading ====
As the name implies, this is a specific reading that is assigned to all students for homework. The teacher can give a quiz on the reading when the students get back to class.