important aspect of reading fluently is the ability to read
silently. As a teacher, having a classroom library available is
important for your students so they have the option to choose their own
as well as learn to read them silently. By doing this, students
begin to read voluntarily and also gain comprehension skills. In
lesson students will be able to choose their own book and practice
reading it silently,
and will hopefully see that it is fun and not something they have to do!
A classroom library
enriched with a variety of books to choose
from (color-coded depending on level).
Teacher’s book of choice.
Dry erase board.
Dry erase markers.
Big book copy of Jan
Brett’s The Hat (Brett, Jan. The
Hat. New York, New York: G.P. Putnam’s Sons.
Chart with “Stuck on a
word?” strategies on it (see attached
“Stuck on a word?”
bookmark for every student (see attached
- Begin the lesson by introducing what you
plan to do. Ask the students if they are ever in a quiet place
where you can’t really talk. “Have you ever been somewhere you
had to be quiet? Have you ever wanted to read a book during this
time? Well, today we are going to learn how fun it can be when
you read a book silently to yourself! By practicing reading this
way, you will all become better readers! When you read a book to
yourself, silently, you are able to focus more on what you are
reading. This is very important to you as you become a better
reader! Reading can be so much fun, so who’s ready
to learn about silent reading?”
- [Click here for bookmark.] Next, we will review our “stuck on a
word” strategy. Pass out the bookmarks to the class (see attached
example), so that they may use as a reference if they have trouble, and
as a bookmark. Model how the strategy works. “Sometimes
when I am reading a book, I stop after I read a sentence and think to
myself, that didn’t make sense! I am going to show you an
example. Read the sentence “I love to read bikes about bats.”
(that you have prewritten on the board). Ask the class if the
sentence made sense to them? Model on the board the strategy
cover-up, cover the word and reveal only one letter at a time. “I
love to read /oo/, /boo/, /book/, /books/ about bats!” “Does this
make more sense? I think so! Refer to the chart with the
“stuck on a word” strategies. They may look at their bookmark or
at the chart. Explain all of the different ways to figure out why
a sentence is not making sense.
- Now, the teacher will model how to read
silently. You can use any big book, for this lesson, I have
chosen Jan Brett’s The Hat. It is best to use a big book
so that the students can see exactly what the teacher is doing.
“In our reading groups, we sometimes read out loud, don’t we?” [Allow
time for response.] Begin reading loudly the first page of the
book. “Is this how we are supposed to read in class?”
[Allow time for response.] “No, we are supposed to use our quiet
voice.” Now, model whisper reading. “When we read silently
to ourselves, should we read like this?” [Allow time for
response.] Now, model silent reading by only moving your mouth
and not reading the words out loud. “This is how you read
silently. You can move your mouth to the words, or you can read
in your head! Now, read in your whisper voice. Now read in
your silent voice, you can move your mouth or read in your head.”
[Use this time to assess which students are reading silently without
using their whisper voice, regular voice, and even note the students
who are not having to move their mouth as they read.]
- “AWESOME JOB EVERYONE!! I think
that you are ready to try reading silently to yourself.” Allow the
students to go to the classroom library and pick out a book that
interests them. Remind them that they need to pick a book with
their reading level color on the spine. (Most of the books in the
classroom library will be color coded into reading levels, and the
students may choose any book that falls under their color for their
particular reading level.) “Once you have selected your book,
please find your special reading spot, either at your desk or in the
- “Now I would like for everyone to
practice reading silently to themselves. Remember we can’t read
out loud, we have to read in our head! We will read for 10
minutes. When you hear the bell ring, you may put your book up
and return to your seat.” [Set the timer for 15-17 minutes,
allowing a few extra minutes to settle down and get into the book.]
For assessment, observe
while they read silently to themselves. It is also important for
students to see you reading a book you have chosen at your desk.
can observe and read at the same time. Once the students have
reading, have them return to their seats and get out their
them to write about what they have just read, and what they thought
book. Once they have finished that, have them write one or two
they liked or disliked about silent reading. The teacher may
journals to complete the assessment on whether or not the student
what they read, and whether or not they were able to successfully read
Brett, Jan. The
New York, New York: G.P. Putnam’s Sons. 1997.
Shh! I am trying to READ!!
Lesson adapted by Ashley
Written by Meaghan Lambert
“Stuck on a Word” Bookmark
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