Read+to+Self

Read to Self Resources

I PICK “just-right” books: I choose a book. Purpose-why do I want to read it? Interest-does it interest me? Comprehend-Am I understanding what I am reading? Know-I know most of the words.

media type="youtube" key="nwz75fVGs-0" width="420" height="315"

media type="youtube" key="Dgv7SCCeydk" width="420" height="315"

Read to Self ~ The Building Stamina Phase

Day 1

1. Model appropriate satrategy (Class I Chart) *Discuss~ what went well, build muscle memory, stay put, book box 2. Model inappropriate startegy 3. Three minute start~ ""Every student is successful" * walk students to assigned seat~ thoughtful decision  * read for 3 minutes  * once students cannot do it correctly~ STOP  * Teacher~ no contact~ sit in guided reading  4. Check back in  * Gather on rug  * Refer to "I-Chart"  * Fist close to heart~ Thumbs up, thumbs sideways  * Anyone with a celebration?  * Changes? Refer yo "I Chart"  - Discuss stamina  5. Three More Minutes  * Read, reflect, thumb startegy
 * Discuss~ what went wrong

Day 2 * Continue to work on STAMINA ~"Build muscle memory" * Review 3 ways to Read a Book * Review "I Chart" * Model with 3-4 students appropriate strategies - Repetition, demonstartion * Add a minute, place them * Stay out of their way :) * Check back in

GOALS: 1. Add 1-2 minutes daily 2. 30- 45 minutes of UNINTERUPTED reading

**__Read to Self (04) __** //“Just adding more time and space for independent reading is not enough. I’m advocating a carefully designed, structured reading program that includes demonstrating, teaching, guiding, monitoring, evaluating, and goal setting along with voluntary reading of books students choose…When an independent reading component is added, text scores go up.” // // --Regie Routman (p. 45) //
 * Having children read to themselves is the __first step__ in Daily Five and the foundation for creating independent readers and writers.


 * When fully implemented, Read to Self involves a number of deliberate and planned actions throughout the day; however, the key to successful implementation is to start with small steps and build as you go.


 * Launching of each component of the Daily Five is based upon the “Gradual Release of Responsibility” model by Pearson and Gallagher (1983).
 * Modeling to whole class/guided practice in small groups and pairs/independent practice

**//__Launching Read to Self __//**
 * Gather the class on the floor in front of you with easel nearby.


 * One of the first concepts to teach is “Three Ways to Read a Book”:
 * Read and talk about the pictures
 * Read the words
 * Retell a previously read book
 * 2 sessions:
 * __Day One __: Discuss and model what it //looks like// and //sounds like// to read a book two different ways.
 * <span style="font-family: "Cambria","serif"; font-size: 16px;">First model how to read the pictures (using a picture book) and allow the students to be detectives to notice what it looks like and sounds like. Allow time for them to think-pair-share or turn and talk with an “elbow buddy”.
 * <span style="font-family: "Cambria","serif"; font-size: 16px;">Second, use the same text but this time read the words and model the metagcognitive process of thinking aloud about your reading and comprehension. Allow students time to share with an “elbow buddy” and share their observations about what was different this time.

<span style="font-family: "Cambria","serif"; font-size: 16px;">Begin first day of Daily Five:
 * __<span style="font-family: "Cambria","serif"; font-size: 16px;">Day Two: __<span style="font-family: "Cambria","serif"; font-size: 16px;"> Review the previous day’s learning—the two ways to read a book. Then, model the last way to read a book, “retelling a story I read before”.
 * <span style="font-family: "Cambria","serif"; font-size: 16px;">Use the same text as the previous day, and retell the story with much detail and model strategies as well as the metacognitive process of thinking aloud about your reading and comprehension.
 * <span style="font-family: "Cambria","serif"; font-size: 16px;">Make I-Chart about your ideas of why it is so important that we read to ourselves (see sample I-Chart handout).
 * <span style="font-family: "Cambria","serif"; font-size: 16px;">Heading--“Read to Self, Independence”
 * <span style="font-family: "Cambria","serif"; font-size: 16px;">Under heading: write, “Why: to become a better reader”
 * <span style="font-family: "Cambria","serif"; font-size: 16px;">Ask children why else do we read to ourselves and record their answers on the chart.
 * <span style="font-family: "Cambria","serif"; font-size: 16px;">Add and //I// to the chart which stands for //Independence//.
 * <span style="font-family: "Cambria","serif"; font-size: 16px;">Write “students” on the top left and “teacher” on the top right of the chart.
 * <span style="font-family: "Cambria","serif"; font-size: 16px;">As a class, brainstorm appropriate behaviors for Read to Self and record students’ thinking on the chart, along with their names.
 * <span style="font-family: "Cambria","serif"; font-size: 16px;">It is vital that the idea of “reading the whole time” is added to the I-chart.
 * <span style="font-family: "Cambria","serif"; font-size: 16px;">Students take turns modeling appropriate vs. inappropriate examples of Read to Self behaviors.
 * <span style="font-family: "Cambria","serif"; font-size: 16px;">Discuss as a group what they noticed about their behaviors.

Resources:

1.http://pinterest.com/sallykerbaugh/read-to-self/ 2.http://pinterest.com/mrstrobinson/daily-five-i-read-to-self/ 3. []