Activity Objective

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

Prep Time:

10-20 minutes
- Prepare Read to Self chart
- Gather books for book bins

Task Time:

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

Materials Required:

Teacher:
- Chart paper
- Markers
- I-Chart teacher guide

Students:
- Book bins
- 6-8 "good-fit" books

What You Do

Teacher Role:

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

Student Grouping:

Whole class:
- during brainstorming session, student modeling and mini-lesson

Individual:
- when students Read to Self

Assessment Ideas:

- 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

Quick Tips

Activity Extensions:

- 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

Additional Comments:

- 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 

Other Adaptations/Modifications:

- Provide quiet work spaces for students disturbed by sound

- Provide texts with large fonts for students who may have a visual impairment