Have you been doing the Daily 5 Book Study?  I have been a terrible student!  I’ve read many of the posts throughout, but I have yet to do a post about it and link up.  And now, I’m hosting Chapter 4 and I’m late linking up.  I thought I’d schedule my post ahead of time, but with the festival I’ve been volunteering at every night, it just didn’t happen.  But that’s okay, because everyone enjoyed their 4th of July, and wasn’t blog hopping anyway, right?  You’ll forgive me?
Chapter 4 is the chapter on Read to Self.  I think this is one of the most crucial areas of Daily 5.  I mean, it tells you how you can get 6 year olds to sit, and read to themselves, for 20 minutes at a time!  That’s pretty much amazing right there.
3 Ways to Read a Book
The 2 Sisters launch Read to Self by first explaining that there are 3 ways to read a book.  
1. Read and talk about the pictures
2. Read the words
3. Retell a previously read book
The book details minilessons, focusing on think-alouds, you can use in your classroom to help your kiddos understand these concepts. I made a graphic that you can use as a visual for your students.  It’s an image, so you can download it to project it, or you can print it out and create a poster.

Launching Read to Self
Just like everything else, you launch Read to Self with an I-Chart showing the students what they will be doing and what the teacher will be doing.  I am not posting one here because I believe it’s crucial that you make these charts with your students so their ideas are present and they can take more ownership of it.  
Once you have laid out what it looks like and sounds like, the next step is modeling.  Choose a student to model what Read to Self will look like.  Ask students to describe what they saw.  As they identify what they see, relate it back to the I-Chart so it will become a point of reference for desired behaviors.  The sisters also recommend having a student, you know the one that’s dying to act up anyway, demonstrate what it does NOT look like and having students identify the incorrect behaviors as well.  Then, and this is a new step for me in the incorrect modeling process, they recommend having that same student then model the correct behavior.  By having the student do that, he is showing that he is absolutely capable of living up those expectations.
Building Stamina
So, how do you get little ones to sit and read for so long?  You build their stamina.  Once the students have heard and seen what Read to Someone looks like, they are ready to try it out for themselves.  For 3 minutes.  As soon as someone starts getting restless, call them back together.  They don’t know it hasn’t been 3 minutes yet.  Using the I-Chart as a guide, ask students to reflect and celebrate their success.  Address problems, again using the I-Chart as a guide, so students know that you are aware of their inappropriate behavior.  Now, they’re ready to try again and you repeat the whole process over.  As each day goes on, you build 1-2 minutes, until your desired length of time.  Before you know it, your students are reading independently for 20 or 30 minutes at a time!  If you want information on what books the students use, Mrs. Freshwater posted some great I-PICK information and posters from the last chapter.  You can get them here.
Check out the great posts by my co-hosts:

First Grade Blue Skies
And thank you to Nicole and Mel for setting up this great book study!


Don’t forget to link up with information from your classroom on Chapter 4!