Sara Brotherton

                                                            CTRD 6700

                                                            Lesson Design

                                                            Silent Reading

                        I’m as Quiet as can Be

Rationale:

In order for children to become good skilled readers and be able to comprehend what they read they need to understand a stories structure. Children need to be able to create a mental picture in their head of the things going on in the book. They also need to be able to understand who the characters are, the plot, and the resolution. It is also important for children to be able to generate questions concerning the story, and in turn also to answer questions about the story. 

Materials:

      each student has copy of “Where the Wild Things Are” by Sendak, crayons, blank white paper, Primary paper, pencil.

Procedures:

1.    Ok. Today we are going to read, but in a little different way then we normally do it. Instead of reading aloud we are going to read silently. The reason why we are going to read silently is that it helps us to read faster and to understand the things we read better. We do this by painting a picture in our head. Let’s try it. Ok. I want everyone to close their eyes!!! Now, imagine you are walking into a pet store. As soon as we walk in we hear the sounds of animals all around us. The further we walk we see two puppies playing in a cage and barking. Now we see a group of kittens curled up sleeping. A parrot is saying hello as we make our way to the fish. Now everyone open their eyes.Can everyone being in the pet store? Well that’s what silent reading does for you. When you read silently you are creating a mental picture in your head of what you are reading and in the mean time not disturbing anyone else.

2.  The book we all are going to read silently is, “Where the Wild Things Are” by Sendak. As your reading it I want you to try and create a mental picture in your head. If you come across a word you can’t read, then trying decoding it. Remember all you have to do is put your fingers over all the letters except the vowel in the middle and then slowly reveal the rest of the letters. As your reading as your self questions like, Who are the characters? What is this story about? Put yourself in the book.

3.  (Pass out primary paper pencil,, crayons, blank paper). Now I want you to write down each on a separate line of your paper. WHO, WHAT, WHEN, WHERE, WHY? I want you to answer these questions based on the story and when you are finished I would like for you to draw on the blank piece of paper what you saw in your picture in your head!

4 For their assessment I will be collecting what they have written as the 5 W questions.  This will help to show me who is comprehending the story and who had difficulty. 

Reference:

      www.auburn.edu/rdggenie/illum.html

                  Amanda Bates, How Can We Comprehend what we read

                  www.auburn.edu/batesgf.html

                  (Silent Reading Subtitle)