Silence for Solo Reading

Rationale: For a child to become a fluent reader they must be able to read silently without help from others.  Students will be able to comprehend more information by reading silently.  Students will also be able to comprehend faster by reading independently.  This lesson will review reading strategies, and will introduce children to silent reading.

Materials: a large selection of books that are appropriate and interesting for second or third graders with red stickers for higher level books, blue stickers for medium levels books, and green stickers for lower level books, chalkboard, book talks for a few of the books, pencils, and journals.

Procedure: 1.  Introduce the lesson by telling the students that we are going to start a reading a different way than we have in the past.  We are going to learn how to read silently today. The teacher will then give a few book talks to get the students interested in some of the books they will be able to select from. The teacher will also explain that we will be reading silently so that we can read faster, and so we will understand what we are reading.  When we read out loud we can sometimes get distracted. When everyone is silent you will be able to concentrate on the book you are reading.    Before we start reading silently, we are going to review a few strategies to make your reading more smooth.

2. We are going to review cross-checking first.  The teacher will then read a sentence and ask the student if it makes sense. ("My hair is pet.")   If you read this sentence what would you do.  Very good, you would reread the sentence and realize that the word "pet" should be "wet".  It is very important to do this while we are reading so what we read will make sense.

3.  Next I would review how to do the cover up method.  I would write the word "booth" on the board.  I would then ask a student to demonstrate how to use the cover up method to read this word.  Good, first you would see what sound the vowel makes, then add the first letter to the vowel, and finally add the last sound.  I would then model how to do some harder words that the children might not know (numerous, exchange, etc.).  For numerous I would uncover n/u/m/er/ous part by part and explain how to put the sounds together to say the word.

4.  Now we are going to have some of our own silent reading time.  Everyone may pick out one book to read. You may pick a book that I gave a book talk on earlier, or you may chose another book. Just make sure you pick a book that has the same color sticker has the stickers I gave you earlier today.  Read as many chapter as you can in the time you are given. We will have silent reading everyday from now on so you will be able to finish your books eventually.

5.   If the teacher suspects a student is not reading then they should ask the student what they read after the silent reading time is over.  Most children will enjoy the reading time, but  those who may be reluctant will be encourage to read by knowing the teacher might ask them about what they have read.  The teacher could also pick one student a week to give a book talk on a book that they have read.  The teacher could also use this to encourage reluctant readers.  The teacher should warn the readers in advance so they can be prepared to give the book talk.
 

Reference: Jennifer Ames "Listen to the Pin Drop" CTRD 3710 Student.  Fall of 2000
http://www.auburn.edu/~murraba/insights/amesgf.html

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