Rationale: Fluent readers
automatically when they read. Fluent readers read faster, expressively,
silently, and voluntarily. Students
become fluent readers by reading and rereading words.
Students have to practice reading in order to
become fluent readers so learning to read silently takes a few steps.
lesson students will learn to read silently by watching the modeling
reading and rereading the text, "Sam the
Materials: Copy of "Sam the Ant" for each child, Sentence strips with "Sam ran up the hill. He met his pals." written on them, silent reading checklist for each student
Silent reading checklist:
_____ Read Aloud
_____ Reads in a whisper
_____ Reads while moving lips
_____ Reads silently
1. "We have learned how to decode words that we didn’t know before. And we now know that when we read certain letters they make certain sounds. You all are now able to read faster and smoother and are on your way to being a fluent reader. One other thing a fluent reader does is read silently. Has there ever been a time when you were somewhere and wanted to read but you had to be quiet? Well today we are going to work on reading silently. Everyone does such a good job of reading out loud that I know you all will do a great job learning to read silently."
2. "When you read silently you say the words in your head instead of out loud like we have been doing. If you come to a word you don't know, you do the same thing as when you read out loud. So you can use cover-ups, cross check, and reread the sentence. I know you all do all of those things so well already so now you just know one more how to use them."
3. "I am going to show you how to read silently. First we'll start with reading out loud." Read sentence strips. "Next I am going to read in a whisper." Read sentences. "Third I am going only going to move my lips when I read but no sound will come out." Read sentence. "Finally I am just going to read the sentence to myself." Read sentence. "When you read silently you still need to make sure that you understand what you are reading so it is a good idea to ask yourself questions after you read."
we are going to read a story called Sam
5. "Who remembers the second step? Whisper reading is right. Now lets all try that together. Great Job! What was the next step? Ok so let's all move our lips as we read. You all did so well. Now let’s just read to ourselves." As students are doing each of the steps walk around the room to make sure they are doing the correct step.
6. "Alright boys and girls now I am going to put you with a partner to read the whole story. Your partner is going to watch you as you read and check off each of the steps as you read so that means you are going to read the story four times." Put students into pairs and pass out silent reading check list to each student. Walk around the room to each pair to make sure they are on task and understanding the activity.
7. Once students are done with working in their partners bring students back together to discuss the story. Ask questions like "Where did the ants find the crumbs? Did they get stepped on? What did Sam the ant find to bring to the hill?"
Assessment: Later the same day or the next, have the students silent read "Sam the Ant" in front of you and use the same checklist they used in their partner work to check off how the student read.
Lesson “Sshhh…Someone is listening” By Rachael Elliot http://www.auburn.edu/academic/education/reading_genie/odysseys/elliottgf.html
the Ant” By Eleanor McDavid http://www.auburn.edu/academic/education/reading_genie/teacherbooks/SamtheAnt.ppt#256,1,Sam
Return to Voayges Index.