Write the heading “Read to Self” 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
Invite the students to brainstorm ideas for the Read to Self I-chart
Tell students that the I stands for “Independence”
Brainstorm and record student and teacher expectations during Read to Self
Student examples include: Select a “good-fit” book, Stay in one spot the whole time, Start reading right away
Teacher example includes: Work with the students
Invite a student to model how to Read to Self
Have students share their observations
Have students begin practicing reading to self
Spend 4-5 days building stamina
Increase the time spent on Read to Self each day
Select a reading strategy for your mini-lesson
For example: Making Text-to-Self Connections
Model how to use the reading strategy before, during or after reading
Invite students to refer to the Read to Self I-chart
Review the student and teacher expectations
Invite students to select a Daily Five component
Students may wish to select Read to Self
Help the students build their stamina by increasing the time spent in Daily Five each day descriptive words on another piece of chart paper
Provide students with positive feedback and next steps
English Language Learners/ESL:
- Assist students in selecting books that are at their reading level and of interest to them - Have students identify unfamiliar words and pre-teach the meaning and pronunciation of new vocabulary - Prior to reading the text discuss the context and main events to help the students build their background knowledge
LD/Reading & Writing Difficulties:
- Provide audio texts for students to listen to while reading - Explicitly model and practice decoding strategies on a regular basis - After independently reading a short passage have students orally retell what they have read to check for understanding
Cultural Appropriateness & Diversity:
- Allow students to select books from a variety of cultures and communities - As a visual representation, display a chart outlining the events, including the times of the activity
- Have a variety of genres available including magazines, comics and non-fiction texts - Schedule Read to Self at different times throughout the day
Source: Boushey, G. & Moser, J. (2006). The Daily Five: Fostering Literacy Independence in the Elementary Grades. Portland: ME, Stenhouse Publishers.
Evidence: Moley, P., Bandre, P. & George, J. (2011). Moving beyond readability: Considering choice, motivation and learner engagement. Theory into Practice, 50, 247.
The goal of Read to Self: A Component Of The Daily Five is to use a method developed by Gail Boushey and Joan Moser to build students' reading fluency and their independent use of comprehension strategies by having students read independently on a regular basis.
What You Need
10-20 minutes - Prepare Read to Self chart - Gather books for book bins
2, 20 minute sessions Session 1: - Teacher and students brainstorm ideas for the Read to Self I-chart - Students model how to Read to Self - Students work independently and practice reading to self Session 2: - Teacher gives mini-lesson - Teacher reviews activity - Students select Read to Self as part of The Daily Five
Teacher: - Chart paper - Markers - I-Chart teacher guide Students: - Book bins - 6-8 "good-fit" books
What You Do
Direct instruction: - while class brainstorm ideas for the Read to Self I-chart and during mini-lesson Supporter: - while students model how to Read to Self Facilitator: - while students work independently and begin Reading to Self
Whole class: - during brainstorming session, student modeling and mini-lesson Individual: - when students Read to Self
- Hold conferences with each student and record goals and next steps a. Make observations and take anecdotal notes while listening to each student read aloud a selected passage
- Track and record the titles and genres of books the students are selecting a. Use this information to guide you when selecting good-fit books for your students
- Complete a running record for each student 2-3 times throughout the year a. During one-on-one conferences track each student's reading ability, record strengths and next steps and provide each student with oral feedback on his/her comprehension skills and fluency
- Read All About It!: Encourage students to share their books with the class through oral presentations
- Create a "graffiti board" where students use a variety of writing materials to record the title, author and adjective describing the book for others to view
- Post a chart for students to record the title and author of their books as well as a rating and the intended audience a. Encourage students to view this chart when selecting a book to read
- Have students share the books they have read or are reading during a book club or literature circle
- Read to Self is a component of The Daily Five, an instructional framework for reading and writing. The Daily Five is a method developed by Gail Boushey and Joan Moser and provides students with a series of independent and guided literacy tasks.
- Encourage students to find a quiet place in the classroom to read independently for the given time period.
- Explicitly modeling what reading independently looks like provides students with a visual representation of the activity expectations.
- Provide students with guidelines in choosing "good-fit" books; books that are at their level and of interest to them. Visit the classroom or school library and have the students choose up to 8 "good-fit" books to keep in their book bins.
- Good Fit Books: http://www.thedailycafe.com/i_pick.pdf
- Launching chart: http://www.thedailycafe.com/Read_to_Self_short_version.pdf
- Provide quiet work spaces for students disturbed by sound
- Provide texts with large fonts for students who may have a visual impairment