Quiet
as a Mouse!
Growing
Independence and Fluency
Rationale: In
order for children to become independent and fluent readers they need
to learn how to read silently. Being able
to read silently will allow students to increase their reading speed
and comprehension without disturbing others.
In this lesson students will learn how to read silently by
reading and rereading decodable texts which will improve their
independence and fluency.
Materials:
Is Jo Home? (a
copy for each pair of student) Cushman, Shelia & Kornblum, Rona.
Is Jo Home? Carson, Educational Insights, 1990,
p. 9.
Pencil
for each student
Silent
reading checklist for each student
______
Reads aloud
______
Reads in a whisper
______
Reads while moving lips
______
Reads silently
Procedure:
1.
Introduce the lesson: "Today we are going to learn how to read silently.
When we can read silently, we can read and reread books more
often which will help us become more fluent readers!
We're going to read so quietly that we're going to be as quiet
as a mouse!"
2.
Review: "Before we get started let's review cross checking.
Whenever we finish reading a sentence we need to think and see
if it makes sense." Write the sentence: 'I
will bake a cake for Pat' on the board.
Say: "'I will baaaat a caaaakkke for Paaat.'
Now I am going to think to myself, does that sentence make sense?
I do not think it does because you do not bat a cake. Oh!
You bake a cake! Let's reread the
sentence: 'I will bake a cake for Pat.'
Great!"
3.
Model the steps to reading silently.
Write this sentence on the board, 'The dog dug a hole for his
bone.'
"First I am going to read this sentence out loud, 'The doooog
duuuug a hooooole for hiiis boooone.'"
4.
"Now that I understand what this sentence is saying I am going to read
it again, but I am going to whisper it, 'The dooog duuug a hooole for
his booone.'"
5.
"This time I am going to mouth the words, but no sound is going to come
out, (the doog duug a hoole for his boone.)"
6.
"Now I am going to think about the words in my head and not move my
lips at all, (the dog dug a hole for his bone.) I can ask myself, 'What
did the dog do with his bone? Oh, he dug a hole!'"
7.
"Let's look at a different sentence together."
Write, 'Dan and Bob went to the lake' on the board.
"Let's all read the sentence out loud, 'Daaaan and Boooob weeent
to the laaaake.' Great job!"
8.
"Next we're going to read the sentence, but we are going to read it in
a whisper. 'Daaan and Booob weeent to the laaake.'
Good job! I could barely hear y'all
that time, but I know we can be even quieter."
9.
"This time I want everyone to just move their lips as they read the
sentence. 'Daan and Bob went to the laake.'"
10.
"Now we are all going to read the sentence silently. (Dan and Bob went
to the lake.) Great job!
Everyone was as quiet as a mouse!
Where did Dan and Bob go?
That's right, they went to the lake!
11.
"This time we are all going to read a new sentence silently.
Remember to cross check to make sure that the sentence makes
sense."
Write, 'The cat is in a tree' on the board, and give enough time
for students to read it. "Where is the cat? He's in a tree. Great silent reading!"
12.
"Now we are all going to read the book
Is Jo Home? This book is about a dog that is so excited
to get to play with Jo!
The dog starts to think of all the fun things that she can do
with Jo, but we will have to read the book to see if Jo is at home.
I want you to find a partner, and y'all will take turns reading.
Use the checklists I have handed out to you to tell your partner
how well they did."
13.
After everyone has finished their partner assessments I will ask a few
questions to check for comprehension.
"Can you tell me one of the fun activities that Jo and the dog
will do?
What will they do in the cove?
Is Jo home?"
Reference:
Yow,
Caroline. I Heard a Cricket!
http://www.auburn.edu/academic/education/reading_genie/projects/yowgf.html
Cushman,
Shelia & Kornblum, Rona.
Is Jo Home? Carson, Educational Insights, 1990, p. 9.