Title:
Kitty Protector

 By: Cheryl L. Hicks
Growing Independence and Fluency

 

Rationale: The objective for this lesson is for the children to read a  text silently. It is important that children read silently because reading silently is the way the most people read. It is important that the children realize that not much else is different except when they read no one but them know what they are reading.

Materials:  multiple copies of The Fire Cat by Esther Averill Harper and Row 1960, Reader fluency checklist which has 2nd and 3rd read columns and (remembered more words, read faster, read smoother, and read with expression) as rows, chalk board and eraser, a sentence strip with ”The red truck is brand new.” Paper and pencil for each child

Procedures:

  1. Explain and Review

Introduce the lesson by explaining that we are going to work on reading silently today. “Today class we are going to learning about reading silently. How do we read now? That is right most of the time we read out loud. Reading aloud helps us to become better readers. Now we are good enough readers that we are going to learn to read silently so that no one can hear us. Have you ever been somewhere that it would not be nice to read aloud? In the doctors office everyone might not want to know what you are reading that is true. There are time when we want to read aloud and there are time when we want to read silently. After we get good at reading silently we can read much faster silently than when we read aloud. When we read aloud what do we do? That is right we read every word in the order that we come to it. We read one sentence at a time  and we may use a book mark to help us keep our place.  Well today, we are going to learn how to read silently to ourselves

  1. Explain and Model

When we read silently we use our internal voice to read. We think the words in out head. It is just like reading aloud but no one hears you. Let me show you. When we read a sentence aloud it sounds like this “The red truck is brand new.” When I read it to myself I can still move my lips but no sound should be coming out of my mouth (Model). I still use the same techniques when I read silently that I used when I read aloud. When I come to a word I am unsure of I do the best I can with the word, read to the end of the sentence and check and see if that made sense. If it didn’t make sense I go back and look at the word again, sound it out using cover ups, and try again if it still does not work I can ask someone.

  1. Simple practice

Lets do these sentence no and see if everyone has the hang of what to do:

 (write on the board)

-         The cat’s name is Clover. (Let’s do this one together. Lets read in silently.(wait time) Okay  now who can walk me through what  we need to do. (wait for response) Great!

-         Now lets do theses and see  how wonderfully we do:  1) The blue truck is mine.  2) Mom told me to take the trash out. 3) I got a goldfish in May is name is Marty. Great! I love how everyone was doing their very best! Did any of the sentence not make sense? (wait) Did anyone get stuck on a word and resolve the problem, or do you still have a question. (wait). Everyone did such a great job.

  1. Whole text

Everyone remember when I told you about The Fire Cat  yesterday ? Well today we are going to read The Fire Cat silently. We are going to remember that we read silently the same way we read aloud but no noise comes out of our mouth. Remember to use your word solving strategies if you come across a word you don’t know. When you are finished reading, I want you to get with your reading buddy and each take a turn reading a 8 page section of the book. And I want you to do your aloud reader fluency check off sheet. Get reading!

Assessment:

Observe the children reading and do comprehension checks as they read. Ask the children what has happened so far to check as see if the children are understanding the text. The children should also write a few sentence about The Fire Cat so that they comprehension may be further checked.

 

Reference:

The Reading Genie, http://www.auburn.edu/rdggenie

 http://www.auburn.edu/rdggenie/insp.lambertgf.html  

 
Shh! I am trying to READ! By Meghan Lambert

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