Materials: pencil, worksheet on crosschecking, children’s magazines such as Highlites, Time for Kids
Procedures:
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.
Review
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.
References
-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
Click Here to go back to Insights