Lesson Planning of Silent Reading with Comprehension
Students` Learning Outcomes
- Read silently and with comprehension.
Information for Teachers
- Reading has two aspects: as;
- Loud reading
- Silent reading
- Silent reading helps students concentrate on the meaning of the text and makes it more meaningful.
- Students concentrate on important information related to the text and understand it better.
- It helps students infer meanings of the difficult words from context.
- Infer means to understand the meaning of words and text when there are no direct clues given in the text.
- Inference requires looking at context (background, setting, information and topic) of the text.
- They understand and answer questions given at the end of the passage for comprehension.
Writing board, chalk/marker, duster, textbook, a comprehension passage with questions selected from the textbook.
- Select a passage of your choice from the textbook.
- The topic could be shared with the students.
- Allow the students to share in pairs, their ideas about the topics selected.
- Discuss with a few students their ideas about the topic individually, before reading.
- Ask the students to open the page of the textbook.
- Tell the students to underline all words which are new or they don`t know the meaning of or they don`t know how to pronounce them.
- Move around the class to monitor silent reading. Make sure that every student is reading.
- Students raise their hands to ask questions if they have any problem.
- Go to the students and provide help.
- When the students have finished reading the passage, ask short questions. The questions must be related to the passage. Check their understanding.
- Reading for inference/meaning
- You can ask questions related to meaning/inference. For example: as;
- In what context is the word _________ used in this passage?
- Give the meaning of the word ________.
- Reading for Understanding:
- You can make and ask questions covering 5 Ws, as;
- Who and how?
Reading for ideas
- Make questions like: as;
- If you were asked to be the character _______ what would you have done to….. or how would you done to…. Or how would you have reacted if you put yourself in _______ character.
- Discuss the questions given at the end of the passage to assess their comprehension skills.
- Ask the students to write answers of the questions in their notebooks.
Sum up / Conclusion
- Ask the students to read their answers in class. Correct them, if there are any errors.
- Ask the students various other questions related to the characters, their actions reactions, about the general time and place of the text read.
- Allow the students` time to give their opinion about the text, if possible.
- Find the exercise related to the topic in the textbook. Students must do this exercise in the notebook or on the textbook.
- Assess the students` responses during discussion and written work.
- Select a text. Prepare a few questions for the written assessment covering reading for ideas and facts. Some examples are given below.
- Who was _______________________?
- What is the meaning of the word _____________ according to the context?
- Did you like or dislike the text?
- Give one reason to support your answer.
- Give a similar passage to the students from their textbook and ask them to answer the questions.
- The students must read a unit in their English, Science or Social Studies textbook. The teacher can hold a discussion session the next day. Students` understanding and comprehension about the unit could be checked this way.
- After a week, select a passage from English textbook. Allow each child to choose something to read according to his/her individual taste. The teacher should instruct the students to devise 4 -5 questions based on facts the read text.
- You can ask the children to collect books like fairy tales, story books about ghosts, different countries of the world, about our religion, prophets` stories or cuttings from newspapers having stories.