I want to go to the library!!!

Growing Independence & Fluency


Shannon Moon


Rationale:  For students to become independent readers they need to see reading as fun.  To get students to this point is difficult.  We as teachers must encourage them to think in this manner.  Some ways of doing this is to make them familiar with the library, allow them to talk to other students about books they have read and to talk to us (teachers) and their parents.  This lesson plan will guide you in accomplishing this goal.

Materials: Selection of books (Two Bad Ants and The Quiltmakers’ Gift) for students grade level, Schedule a trip to the library, and chart for student’s to record their readings.



  1. [Introduce the lesson]  We all like to read stories on our own but sometimes it is hard to find books that we like to read and understand.  Today we are going to learn how to find books that we like to read and learn how to share what was learned to other people.
  2. [Review cross-checking]  Let’s review first to see how to correct our reading mistakes.  I will read a sentence and you tell me if it is correct.  “The geese and the goats were making funny noises down in their throw.”  Is that correct?  NO!!!  You are right.  Let me try it again, “The geese and the goats were making funny noises down in their throats.”  You are right, that is correct.  Remember if you are reading and a sentence does not make sense, go back and re-read it to see what is not correct.
  3. [Introduce the Library]  “Choose a book that you think that you might like to read about.  Here are two examples “Two Bad Ants” and “The Quiltmakers’ Gift.”  Some of us may not like to read a book about ants and some may not like to read about a quiltmaker.  Ask students to do the two finger test to find out if the book is too difficult.  (Two finger test: read a page if and they come to a word that is too difficult raise a finger and if they raise two fingers the book is too hard.)  Finding one that you like should be easy, just make sure that it is on your level.”
  4. [Silent reading time] Back in the classroom have time for students to read their book.  This time is set aside to allow students to get out of their desk to be comfortable.
  5. [Assessment] Have the students share in groups of two or three about the books they read.  This allows for them to spark the interest of their peers to encourage them to continue reading.  Also, have the students tell you about the book.  Ask them questions to determine if they actually read the book.  Questions to ask: setting, characters, cause and effect, etc.)  Having a chart for them to record their readings is a good way to encourage reading.  Or you could do AR testing.


Reference: Wilson, P. (1992).  Among Non-Readers: Voluntary Reading, Reading Achievements, and the Development of Reading Habits.  In C. Temple and P. Collins (Eds.) Stories and Readers: New perspectives on literature in the elementary school classroom (pp. 157-169).  Norwood, MA: Christopher Gordan.

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