I am so honored to be hosting Chapter 4 of the Daily 5, Read to Self. Although I have done pieces of Daily 5 over the past few years, this year, my team and I fully implemented the Read to Self aspect of Daily 5 and so I feel that I can really speak to this chapter and answer questions or concerns.
1) Starting the process.
I didn't start the process until November. I felt that, in kindergarten, there are so many routines that needed to be established before I could really get the results successful results that I wanted. They have so much to learn and get under control for regular routines, let alone how to handle and "read" books. When I began the process in November, I don't think that it was fully implemented until January...it is a SLOW process. You can't rush these types of routines and have to constantly tell yourself:
2) Getting children to view themselves as readers.
Getting children to view themselves as readers is probably the most daunting task of all of this Read to Self business. It is especially hard for children who have had limited exposure to books so far in their short, 5 year life. These children needs lots of preteaching: What is a book? What purpose does it serve? Why should they become "readers"? Once you have convinced children the importance of reading (through modeling, discussions and read alouds), it is time to introduce the 3 ways to read a book.
We created an anchor chart (see left) to refer to (A LOT). Each time we would "read" something in class, the children would have to figure out which type of "reading" we were doing. I would purposefully model varying types of reading throughout the day and discuss it (and not just during actual READING time).
|I made this freebie just for you. I am going to |
print it into a poster size and tape it together.
We'll see how that goes!
3) Launching Read to Self in Kindergarten
I think the most important thing to remember when beginning implemenation is that it is a SLOW process. Success of full implementation will be dependent on how carefully and intricately you launch this segment of your day.
Build it up!
Make it exciting.
Let these kiddos know they are about to embark on a voyage that only the most talented kindergarten students can accomplish..
(of course, isn't this how we introduce anything that we think might be a bit challenging to our little loves?).
Of course, you need to create an I (for independent) chart for what Read to Self time will look like, that you will continuously refer to throughout the process (before you start every day and when you wrap up each day).
|I took pictures of what good readers look like.|
Guess what? NONE of them were staged.
4) Making students understand the importance. I got all of my students to get that it had to be quiet and they couldn't move (by modeling, reviewing, checking in on a CONSISTENT BASIS). I have to tell you though, I still had a couple of kiddos who didn't (couldn't?) stay focussed to read the entire time. I provided those children with brain breaks ("Come read me a page of your book." "Squeeze this stress ball for a minute before you start reading again." "Can you read a story to my (stuffed) bear?" So,this will be another area I will continue to work on. Is it possible to have an entire class of kindergarteners reading for the ENTIRE time? Almost is my answer....even some of the "toughies" who I thought would never buy into this, did it successfully and loved it.
5)Spice it up!
Just like everything else we do, we need to spice up Read to Self time. Once they got to a certain amount of minutes (15-which I think is unbelieveable for kinders!), it was Read to a Furry friend week. They got to bring in a stuffed animal or borrow one of mine to read to during Read to Self time. I also let them Buddy Read (which they think is a Super Duper treat!) after they have successfully read to self for a said amount of time (as time went on in the year). They love to showcase their amazing reading skills to each other, of course!
What other ideas do you have to spice it up?? Comment below to share.
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