Shhh!
Sharon Gull
Growing Independence and Fluency

 Rationale:  One of the steps to learning to read fluently is reading silently.  Children do not automatically pick up the ability to read silently.  It is a strategy that must be learned. This lesson will help children grasp the concept of reading silently and it will provide practice opportunities to do so.
 Materials: Jane and Babe and James and the Good day (Educational Insights), primary paper and pencil, Elkonin boxes, Letters: g, a, t, e, m, c, n, r, s, f, k, and j,
Procedures:  1. Ask students if they have ever had a conversation where two or more people were talking at the same time.  Also ask them if they have ever been to a library and seen signs that say to please read quietly or have the librarian ask them to read quietly?  Tell students that it is hard to think when everybody is talking out loud.  It makes a lot of noise. Therefore it is important to be able to read silently.
2. Tell students that reading quietly is an important step in learning to read. Tell them that when they read silently they will read very quietly to themselves.
3. Tell students they will read quieter and quieter.  They will begin to whisper while reading.   Then they will read so quietly that no one can hear them, but they are still moving their lips as they read.  The last step in reading silently is comprehending text without moving your lips or making any sounds.  Model the above.
3.  Before beginning a new book, we will review the correspondence: a_e = /A/.  Students will spell the words: gate, tame, cane, race, safe, makes, and James using Elkonin boxes in a letter box lesson.
4.The teacher will read the first page of Jane and Babe.  Then the teacher will ask the student or students to read the second page a little quieter than she did.  The teacher will read the second page a little quieter than the first page.  The students will read the next page a little quieter.  The process will continue throughout the book.  On the last couple pages students should be reading quietly while moving their lips.  After the teacher reads one page without moving her lips students should be able to do the same. By the last page, the students should be reading silently to themselves.  This activity not only models silent reading but also gives them an immediate practice with it as well.
5. Have students take out primary pencils and paper. Ask them to write a short story describing what they did this past weekend.  Tell students to write neatly and help them with correct spellings.  When students are finished writing, ask them to exchange their papers with other class members. Tell students to read their classmates stories silently.  When students have been given sufficient time to read, have them describe to the class what that child did over the weekend.
Assessment:  Have students read James and the Good Day silently to themselves. While they are reading, listen to be sure they are reading silently.  Also watch their lips to see if they are moving them. After they have finished reading, ask student questions about their reading to assess their comprehension such as: what did  (name of student) do this weekend? Where did he go? Did he have fun?
References:
· James and the Good Day, and Jane and Babe; Educational Insights, 1990, Carson, CA (USA). St Albans, Herts (UK.)
· Beginning to Read.  Adams, Marilyn Jager.  1990, Center for the Study of Reading.  University of Illinois at Urbana-Champaign.

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