Write the heading “Read to Someone” on a piece of chart paper
In 2 columns write the headings “Students” and “Teacher”
Gather books for book bins
Visit the school or classroom library with the students and have them select up to 8 “good-fit” books
Prepare Check for Understanding cards
On a piece of cardstock write “Check for Understanding”
On the other side write “I just heard you read who and what”
Cut out the cards in the symbol of a checkmark
Each pair of students will need 1 Check for Understanding card
Invite the students to brainstorm ideas for the Read to Someone I-chart
Tell students that the I stands for “Independence”
Brainstorm and record student and teacher expectations during Read to Someone
Student examples include: Sit EEKK, Listen to the reader, Whispering voice, Stay in one spot the whole time, Start reading right away
Teacher example includes: Work with the students
Invite 2 students to model how to Read to Someone
1 student will be the “reader” and 1 student will be the “checker” in the correct column
The “reader” reads the selected text aloud
The “checker” will use the Check for Understanding card to tell the “reader” who the characters are in the text and what the text is about
Have students begin practicing reading to someone in pairs
Spend 4-5 days practicing Read to Someone to build stamina
Increase the time spent on Read to Someone each day
Select a reading strategy for your mini-lesson
For example: Reread the text
Model how to use the reading strategy before, during or after reading
Invite students to refer to the Read to Someone I-chart
Review the student and teacher expectations
Invite students to select a Daily Five component
Students may wish to select Read to Someone
Help the students build their stamina by increasing the time spent in Daily Five each day
Provide students with positive feedback and next steps
English Language Learners/ESL:
- Review the information on the Check for Understanding card prior to the activity - Use picture cards to show each step involved in the activity
LD/Reading & Writing Difficulties:
- Repeat the instructions to each pair of students
Cultural Appropriateness & Diversity:
- Encourage students to select books from a variety of cultures and communities - When modeling Read to Someone use texts from various cultures and communities
- Allow students to select books from a variety of genres and levels - Use flexible and mixed-ability groupings
Source: Boushey, G. & Moser, J. (2006). The Daily Five: Fostering Literacy Independence in the Elementary Grades. Portland: ME, Stenhouse Publishers.
Evidence: Flint, T. K. (2010). Making meaning together: Buddy reading in a first grade classroom. Early Childhood Education Journal, 38, 289-297.
The goal of Read to Someone: A Component Of The Daily Five is to use a method developed by Gail Boushey and Joan Moser to build students reading fluency and comprehension skills by having students read to a partner on a regular basis.
What You Need
10-20 minutes - Prepare Read to Someone I-chart - Gather books for book bins - Prepare Check for Understanding cards
2, 30 minute sessions Session 1: - Teacher and students brainstorm ideas for the Read to Someone I-chart - Students model how to Read to Someone - Students work in pairs and practice reading to someone Session 2: - Teacher gives mini-lesson - Teacher reviews activity - Students select Read to Someone as part of The Daily Five
Teacher: - Chart paper - Markers Students: - Book bins - Check for Understanding cards (1 per pair)
What You Do
Direct instruction: - while teacher and students brainstorm ideas for the Read to Someone I-chart and teacher gives mini-lesson Supporter: - while students model how to Read to Someone Facilitator: - while students work in pairs and begin reading to someone
Whole class: - during brainstorming session, student modeling and mini-lesson Pairs: - when students Read to Someone
- Make observations and record anecdotal notes on appropriate behaviour a. Use this information to provide students with oral feedback
- As students become independent invite students to join you in a one-on-one student-teacher reading conference
- Have students keep a record of the books they have read throughout the year by writing the title and author of each book on a Book Tracking card kept in their book bins
- Keep a record of the books that students have read as a class by writing the title and author of each book on a piece of chart paper or separate cards posted around the room
- Introduce different ways to read to someone including choral reading and turn-taking
- Invite students to interview their partner by asking them questions related to their opinion of the book
- Read to Someone is a component of The Daily Five. Through modeling, discussions and practice students will become independent in choosing to read to someone on a regular basis. Choice and independency fosters a motivation for literacy.
- Introduce Read to Someone at the beginning of the school year.
- Each student should receive a book bin. Encourage students to select "good-fit" books (books that are at their own level and of interest to them). Have the students keep up to 8 "good-fit" books in their book bins. Visit the classroom or school library on a regular basis. Changing books maintains interest and a love for literacy.
- EEKK stands for elbow-to-elbow and knee-to-knee. Sitting EEKK while reading to someone allows both students to follow the text.
- Modeling how to Read to Someone will establish clear expectations for this component. Invite 1 student to model the "reader" and 1 student to model the "checker". As the "reader" reads the selected text aloud the "checker" will check for understanding by describing the characters and events from the text.
- Provide quiet work spaces for students disturbed by sound
Find More Recipes
Other Recipes by this Teacher
How to Use CAFÉ : Involving Students in Building Essential Reading Skills
Home Journals: An Authentic Writing Activity
Running Records: Assessing and Improving Students' Reading Fluency and Comprehension