Students’ Learning Outcomes
· Read silently and with comprehension.
Information for Teachers
· The ability to sit and silently read a text is a skill that all students will need as they move through primary, elementary to secondary education and into college.
· Silent reading helps students concentrate on the meaning of the text and makes it more meaningful.
· Silent reading supports us read faster. It supports us make faster associates between words and it gives us the silence we need to concentrate and process information.
· Students concentrate on important information related to the text and understand it better.
· They answer questions given at the end of the passage to show comprehension.
Material / Resources
Chalk/marker, board, textbook, a comprehension passage with questions selected from the textbook
Worm up activity
· Before coming to the class, you must have selected the passage for reading.
· You must write the topic of the passage chosen on the board.
· Discuss the topic of the passage without asking the students to open the books.
· For example if the passage is about food you can ask general questions about food, what do they eat, what they like in food, can they cook something, should we eat healthy food etc.
· Ask students to open up the page of the passage to read.
· All students to read silently.
· Students underline all words which are new, or they don’t know the meaning of or they don’t know how to pronounce.
· You should move around in the class to monitor silent reading. Make sure that every student is reading.
· Students raise their hands to ask questions if they have problem. You must go to the students and help.
· When students have finished reading the passage, ask short questions related to passage to check their understanding.
· Discuss the questions given at the end of the passage to know their correct answers.
· Students write answers to the questions in their notebook.
Sum up / Conclusion
· Ask students to read their answers in class. Correct them, if there are any errors.
· Assess students’ responses during discussion and written work.
· Give a similar passage to students from their textbooks and ask them to answer the questions.
· The students must read a unit in their science/social studies textbook. The teacher can hold a discussion session the next day to check the students understanding and comprehension about the unit they have read.
· If possible, make a variety of texts in English available to students so that each child can choose to read something according to his/her individual taste: you may have joke books for children, riddle books, children’s section of English newspapers, fairy tales, story books about monsters, books about different countries of the world.