Reading To Learn
Quiet!  I知 Trying to READ!

Rationale:
 When students read silently, they are able to continue reading anywhere they go without disturbing others.  It also allows the students to think about what they are reading.  Students increase their speed and comprehension.  This lesson guides students to use silent reading confidently by using decodable books chosen by each student.

Materials:
 Copies of The Three Little Pigs, pencils, paper, A radio with Big Band music, 4 or five scenario cards for silent reading, and multiple books for the reading levels of students in the class.

Procedures:
1. Introduce the lesson by asking the students if they can think they can concentrate with a lot of noise in the room. Tell them that they are going to do a little experiment to see how easy it is to concentrate when there is a lot of noise in the room and that through the lesson we are going to talk about ways to make their reading more effective and quieter. Begin with the story, The Three Little Pigs.  Split the class in half and tell one group that they are going to read the story silently to themselves and the other half are going to read it loud.  Tell the group reading out loud to put emphasis on the 的値l huff, I値l Puff, and I値l Blow your house down! Teacher may want to model the type of emphasis they are looking for.

2. When you are ready to begin the exercise, turn the radio on and up (careful not to overpower the class too much and disturb neighbors in the process).  Instruct the class to begin and read with the students that are reading aloud.  When you are finished, ask the students that were reading silently to themselves how far they got and talk about how hard it was to concentrate with all the noise in the room.

3. Explain to the students that now that they are getting older it is very important for them to learn to read independently and silently.  Reading out loud will disturb the others in the room.  Tell them that reading by themselves they will learn to read faster and remember what they read easier than if they read out loud.

4. Present to the student various scenarios where reading by themselves silently will be beneficial to them and to others around them, such as, 笛ane is in the library and wants to read the new Harry Potter Book.  She knows the rules in the library say, 撤lease remain quiet.  What should Jane do?  Or 釘obby is in his room.  His big brother is studying and he wants to read his new comic book.  What should he do?  How will this help him (he won稚 be disturbing his brother and can read in a comfortable place like his room)?

5. At the end of the discussion on why it is important to read silently the teacher should integrate their own insights on effective silent reading, such as what to do if there is a word they don稚 know (use a dictionary, ask a friend, use crosschecking techniques, use coverups), or the right posture for effective reading and how to make sure they remember what they read.  Pointers such as using a dictionary, asking a friend, sitting up straight, and sitting in a room with lots of light will help the student read more effectively.  The teacher will model the proper posture and environment and also write a couple of words on the board to demonstrate how to use cover-ups to find words within words.

6. The teacher will then ask the students to pick out a book that they have not read.  The teacher may want to check and see if the book is decodable and on the reading level of the individual students.  The teacher may even make this an opportunity to go to the library and have the students check out a book to read.  Ask the students to find a comfortable spot in the room and read to themselves.

7. At the completion of the reading time ask the students that read the Three Little Pigs if they found it easier to read and understand with a silent room.  Try and get comments and suggestions from as many students as possible.  Then ask the other half of the students if they noticed any differences in reading out loud or reading independently by themselves.  Ask the students to write three or four sentences about their book to present to the class for a book talk for evaluation of effective silent reading in the individual students.

References:  The Reading Genie Website: www.auburn.edu/rdggenie
 
 

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