Joni Bishop
Lesson Design ­Fluency
Shh!  Iím Reading!

Rationale:  Learning to read silently is an important skill in reading fluently.  Silent reading allows readers to extract meaning from the text effortlessly and in turn promotes the desire to read voluntarily.

Materials:  Class library of books on varied reading levels, chalkboard, chalk, reading journal for each child, Farm Flu by Teresa Bateman, published by Albert Whitmore & Company for teacher to model.

Procedure:
1. Explain importance of silent reading by relating it to going to the library.  Have you ever noticed those signs in the library that say "Quiet Please"?  Have you ever noticed that when you were in the library how easy it was to concentrate?  Well, silent reading works in the same way for us; it allows us to focus on what is happening in the book.

2. Review cross-checking strategy.  You know sometimes when Iím reading, I finish a sentence and I think, "Wait a minute!  That didnít make sense!"  So what do I do?  Letís figure it out together.  Write "I like to play with my dog Dixie" on the board.  Iím going to read this sentence aloud.  "I like to plog with my dog Dixie."  Did that make sense?  I am going to read it again, "I like to pl-ay with my dog Dixie."  That makes a lot more sense.  What do you think?  What I did was cross-checking.  Many of you use this strategy when reading; however, it is important that we all use it so that we can understand what we are reading.

3. Allow students to choose book for silent reading.  Now we are going to choose a book from our class library.  Remember to use our two-finger check when selecting a book.  If you are not sure of more than two words on the first page, then it is best to choose another book.  Once you have selected your story, return to your seat.

4. Before we begin silent reading, we must practice it.  I want everyone to open to the first page and begin reading aloud.  Okay now stop.  How did you feel during that time?  Was it hard to concentrate?  Now letís whisper read.  Whisper reading sounds like this, "I brought her hot alfalfa tea and fluffed her pillow hourly."  Everyone practice whisper reading.  Okay, is reading getting easier?  Letís get even quieter.  This time move your lips to the words but no sound is coming out of our mouths.  Watch me as I read a page in my book.  Now I want you to practice.  Good job!  Last is silent reading, a goal of fluent readers.  During silent reading we do not speak or move our lips.  Model for class.  Did you notice how my mouth did not move?  Could you hear my voice?  I want you all to practice silent reading for the next _____minutes.

5. After silent reading for the allotted time, have children add a page in their journals.  Once time is up, take out your journals and write a few sentences about what you read.

References:
-http://www.auburn.edu/rdggenie/elucid/omearagf.html -Shh! Itís Reading Time!: Jennifer OíMeara
-Eldredge, J.L. (1995). Teaching Decoding in Holistic Classrooms. New Jersey: Prentice Hall, Inc., Ch. 9

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