Read to SelfHi everyone! My name is Katie Klohn and I am from The Adventures of a 6th Grade Teacher.
This past year was my first year of teaching and I know that teaching is exactly what I was born to do. I always thought that I would find myself in a 1st or 2nd grade classroom, but I have loved every minute in 6th grade.
I quickly turned to The Daily 5 in my classroom because I discovered that the whole group setting was not meeting the needs of my students. I spent many hours in the lower grades for my observations during my undergrad classes, and knew that I wanted to do something similar to guided reading/small groups. That is when I came across The Daily 5 and I have been using it ever since. So many people believe that something like this can only be implemented in the lower grades, but it can be just as successful in the intermediate classroom too.
If you have missed the first three chapters of the book study, be sure and catch up because they are great!
Chapter 4- Read to Self
"Having children read to themselves is the first step in Daily Five and is the foundation for creating independent readers and writers" (pg. 46).
Too often in today's classrooms, students are not given the opportunity to read independently. In my opinion, we are doing a disservice to them by not allowing them that time.
It is important that Read to Self is something that is introduced in your classroom starting with the first day of school. The Sisters mention in the text that they always begin this by gathering the whole class on the floor. The first thing that students must understand is that there are "Three Ways to Read a Book."
1. Read and talk about the pictures.
2. Retell the words.
3. Retell a previously read book.
In my classroom we created an anchor chart for this as well as adding it to our reading notebooks. I believe that it is important for students to have information like this available to them in several places so that they can easily access the information.
Discussion Question: How do you launch or plan to launch the Read to Self component in your own classroom?
The Sisters also mention creating I Charts with your students as you are launching the different components of each portion of the Daily Five. These I charts need to be created each school year by the students with you. In order for them to buy into the process of the Daily Five, they have to be a part of the "rule" making. I like to think of it as "What am I supposed to be doing during Read to Self time?" I also really like that part of the chart includes what the teacher is doing during Read to Self time. I think that it is important for students to understand not only what they are supposed to be doing, but what the teacher is doing too.
Modeling, modeling, modeling. This is mentioned several times in the chapter. Even though I teach 6th grade, my students absolutely love modeling for each other. Especially since I teach all of the Inclusion kiddos as well as several ESL students, this is a must for my classroom.
Discussion Question: How do you implement modeling within your reading workshop time? Do you always model, or do students model correct reading behaviors too?
So after students understand what they are supposed be doing during Read to Self time, what is next? It is important to then move into the practice phase of read to self where students begin to build stamina. Depending on the age of the children in your classroom, their stamina will vary. Very rarely can my 6th graders sit for more than 15 minutes while they are reading independently. This is a good time to also practice where to sit and how to sit while reading to self. My students do not tend to have a problem with this, but I would assume if you are in 3rd or 4th grade that your students might need a little more practice with this. In my classroom, I have a box of things that my students can use while they are doing Read to Self. In this box are questioning cards, storytelling cubes to check for understanding, as well as templates for reading response letters that they write about their books.
How do your students choose their spots of read to self in your classroom?
Do you allow your students the opportunity to book shop during their read to self time, or when do your students have an opportunity to do this?
Is Read to Self something that you expect your students to do on a daily basis when they are picking their rotation spots?
I am excited to see how you all implement the Read to Self component within your classrooms!