Growing Independence
Mariah Hart
Assessment: Have students read the book a third time only this
time explain that when you snap your fingers you want the students to start
reading out loud and when you snap twice you want them to go back to silent
reading. If you notice students having a difficult time ask them to put
their finger on the words they are reading silently and watch to see what
they do when you ask them to begin reading out loud again.
Reference: http://www.auburn.edu/rdggenie/breakthroughs.html
Rationale:
To increase reading comprehension and speed, students must learn to read
silently. In this lesson students will learn the tools they need
to master in order to read silently. They will read decodable books.
Students will also be asked to cross check to make sure that they comprehend
as they are reading silently.
Materials:
Copies of “Sneezes” (a traditional rhyme) for the entire class.
Procedure:
1. Make sure all students have mastered reading out loud without a
large about of assistance. To do this test students on the level of book
you plan to use for the lesson. The book you choose to use for this
lesson can be a book from a previous lesson, so the children are familiar
with the words.
2.Explain to students why it is important to read to “ourselves”.
“Students it is very important to learn to read to yourself. When you learn
to do this you are going to be able to read REALLY fast. You are also going
to be able to remember what you read a lot better”
3. This book is called “Sneezes”. “I have read it to you earlier this
week and now we are going to learn to read this book silently to ourselves.”
4. First I want everyone to open to the first page and read it REALLY
loud with me” SNEEZE ON MONDAY SNEEZE FOR DANGER”. ... “Good job being
very LOUD”. “For the next page I want you to be a little quieter.. "Lets
try it together” ...
Continue through the entire book until you are at the last page and
at a faint whisper.
5. “ Good job students .. You can read very quietly”... “Now I want
you to try to start the book and not say a sound but move your lips...
lets start together from the beginning”... “Watch me move my lips to words,
but not say a sound”. Show the to students how you move your mouth like
you were reading out loud, but do not make a sound.
6. “Now students lets try it together. Move your mouth like you would
if you were reading out loud but DO NOT say sound” pay attention to see
if students are following directions.
7. Continue demonstrating throughout the entire book.
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