Growing Independence and Fluency
by Jennifer Ames
Listen to the Pin Drop
Rationale: A child must be able to read silently to himself in addition to reading aloud to be a fluent reader. Silent reading enables the student to be able to comprehend more information at a faster rate. This lesson will work on the technique of silent reading and offer reminders on decoding strategies.

Materials: pencil, worksheet on crosschecking, children’s magazines such as Highlites, Time for Kids

     1-Introduce the lesson by talking about a favorite book someone has just read or a book that the class has read recently.”Did you know that there are several ways to read that book? We all read it aloud but we can also read it silently. Silent reading is kind of like talking to yourself in your head. You are reading to yourself just not saying the words out loud.”
     2-”There are many benefits to silent reading. The whole class can read something different and no one would hear what the other is saying. We would not be interrupted by our neighbor. We can enjoy our own book without listening to others around us.”
     3-”When we read silently, we might come to a word that is hard to read or we do not know what it is.” Review cover-up and cross checking strategies.
     4-”Crosschecking is like proofreading. We think back and see if it makes sense.” Handout the worksheet on crosschecking. The worksheet will have sentences with the misspelled common words so children will have to think if it makes sense. For example, The bat purred what I petted his soft fur. Be sure to try a few sentences together so all the students understand what to look for. When finished, go over the worksheet so everyone knows the right answers.
     5-”Cover-up a word letter by letter and see if you can figure out what it is that way. You might separate the word into chunks to make it easier.”
     6-Write some big words on the board. Words such as several, activity, etc. Model covering up chunks for students to sound out se/ver/al.
     7-Have students select own magazine and silently read an article. When finished, have them stand and share something they read from the article. they can sit in their favorite reading spot.

     8-In class reading groups, let each group choose to read silently to themself. This is to help students at a lower level find one that is appropriate for them. then have each group give a presentation or a book talk on their book to the whole class.

  -Shumm, Jeanne. Argulles, Maria, et al. “Cue System Usage of Students with and without Learning Disabilities in Oral and Silent Reading.” National Reading Conference Yearbook. v47, p377-84. 1998.
 -Brooke Doepke “Listen to the Silence” CTRD 370 Lesson Designs

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