This chapter was very helpful in how to teach kids to become independent readers. Whether doing the Daily 5 or not, kids can’t be expected to know how to read independently without being taught how to do it. The almost step-by-step plans on how to introduce, model, and practice the concept seem easy to implement with positive results.
Some key points that resonated with me…
There are three ways to read a book
- Read and talk about the pictures
- Read the words
- Retell a previously read book
I like that all reading levels are taken into consideration here. Our emerging readers’ skills are being honored with the picture walk/reading. The retelling of books that have been read will probably do wonders for reading comprehension, which is always a concern during independent reading time.
Each of these ways must be directly taught, discussed by charting what they look like, modeled, modeled, modeled, reflected upon, and then modeled, modeled, modeled again.
As written of in the other chapters, building reading stamina is the ultimate goal. The authors say their goal is 30-45 minutes of independent reading time. That seems awfully lofty for 7 year olds, but I can see how their plan for the gradual build up of minutes will lead to success in something that has always been a struggle for me to manage.
In addition to frequent modeling of what independent reading looks like, modeling what it doesn’t look like plays a big part in the authors’ success. Using those kids who will have the most difficulty staying independent for too long to demonstrate the incorrect way of reading to self is modeled and laughed at (taking care of that negative attention issue). Then they are asked to model correctly (gaining the positive attention from teacher and classmates). Over time this will instill the correct behaviors into those kids who struggle with them the most.
Some questions I have for those who are currently using the Daily 5…
Do you require all the books in the book box be read in the “three ways”?
As the amount of read to self time is increased, do some kids finish all the books in their book box before the independent time is up? Before shopping for new books?
For both these questions, my concern is that the kids run out of reading material before their independent time is over. Those early readers aren’t very substantial and can take just seconds to read. Do you have systems in place for when/if this happens, or are kids required to reread those books in their boxes?
Another great chapter! My mind hasn’t turned off since starting this book thinking about how it will work with my classroom. There are things in my established program I can tweak to make this fit, and also things in the Daily 5 I will need adjust to fit into the district and state requirements we are held accountable for. But so far, it seems to be quite manageable within what I’m already doing which is a relief.
Here’s the linky thingy