Digging in with Read To Someone in the Daily 5

Reading to a buddy is a favorite among readers.  Every year my students enjoy the Read to Someone component of the Daily 5 probably more than any of the other components.  I introduce Read to Someone by creating an anchor chart  with my students.  Across the top of the Chart we list the reasons why we do Read to Someone; To become better readers, because it's fun, etc.  Next, we record what the students will be doing.  Finally, we record what the teacher is doing.  I don't know about you, but when I create these anchor charts with my students, my handwriting is not as neat and polished as I would like it to be.  I tell my students that I will be rewriting the chart in order to make it presentable for hanging.  Once the anchor chart is rewritten, I laminate it.  This ensures that I can reuses it year after year.  Next year, after I've created another anchor chart with a different group of students, I won't need to rewrite it, I simply pull out the copy that I originally laminated.  The information is basically the same, and my students have no Idea that I use the same anchor chart every year.  It's our little secret.

There are two ways to Read to Someone.  The first way is having partners reading the same book and the same page.  This is called, I read, you read.  During I read, you read, the higher reader should read first. This helps lower readers with word recognition.  The second way to do Read to Someone, is allowing partners to take turns reading their own books, a page at a time and applying the "Check for Understanding" strategy.  Partner one reads the first page of his or her book, and partner two does the check for understanding".  Next, partner two reads the first page of their book, and partner one does the "Check for Understanding.  Using the "Check for Understanding" strategy, the student listening to the reading will answer two questions, who? (Who is this page/part about?) and what? (What just happened?).  In the book, The Literacy Cafe, the authors suggests making check marks out of wood or some other material for students to use.  The whole thought of that was way too overwhelming for me.  Instead, I made bookmarks out of precut, rectangular shaped foam.  On one side of the foam shapes I drew a check with the words "Check for Understanding" written on the check mark.  On the other side of the foam I wrote the letters EEKK (Elbow to Elbow, Knee to Knee).  Next to the EEKK I also wrote, Who? and What?  The purpose of doing the "Check for Understanding" is to ensure that each person is listening while the other is reading.

Having kids model the right and wrong ways to do Read to Someone is very critical for a successful launch.  They should model sitting elbow to elbow and knee to knee, and holding the book in the center between them.  Additionally, I like to select one of my good readers to help me model how to do the "Check for Understanding". 

When I introduce Read to Someone, I have my students choose from a sets of multiple copies of books that I have at different levels.  Once Read to Someone is up and running, I allow my students to choose books from their book baskets.  In my opinion, Read to Someone is one of the most challenging Daily 5 components to get up and running smoothly.  With my first graders, I tend to launch Read to Someone slowly.  I usually start with, I read, you read, only.  I want to make sure students are successful with this part first.  Within the next month or two, I introduce Read to Someone again with each reader reading from their own books and doing the "Check for Understanding" strategy.  I probably could start this sooner, however, I believe it's best to go slow, in order to go fast later.  The best advice I can give to someone just beginning the Daily 5, is to dig in and make it your own!

THE INTERACTIVE READ-ALOUD

Reading aloud to students is one of the most important aspects of literacy in the classroom.  For teachers like myself, it's also one of the most enjoyable moments.  Even older children enjoy the stories that are read to them by their teachers.  What this usually looks like in the lower elementary classrooms is, a classroom of students, sitting on the carpet, gazing up at the teacher who is reading from a rocking chair, and hanging on to her every word.  (Let's be honest, others are playing around and distracted.)  In upper elementary classrooms the students may be sitting at desks, doodling on a pieces of paper, and attentively listening, as the teacher reads from a special place in the classroom.  What about those kids who are not tuned into the story....or distracted and daydreaming?  I'm so glad you asked.  The Interactive Read-Aloud invigorates the traditional read-alouds taking place in many classrooms.  Additionally, it stimulates the learning environment by engaging students in the read-aloud activity.

What makes the reading interactive?  Instead of being passive listeners during the Read-Aloud, the students are active participants in the learning and discovery.  In addition to listening to the story, the students are discussing elements, recording their thoughts in a Read-Aloud Notebook, and sharing their ideas with classmates.  Here's how to get started.  All you need is the Read-Aloud book, spiral notebooks for each student, composition books work well too, and a the Ways to Respond In Your Notebook chart, which is described below. Next, make a Book Preview packet.  Copy of the book jacket, including the summary/gist of the story, copy the first page of the story, and the author's biography.  If the book has a chapter page, copy that as well, or create a document listing the chapters from the book.  This is especially important if the chapter titles have names, rather than just numbers.  Make a preview packet for each student which includes the previous pages mentioned, and you're ready to get started.

Begin by introducing the Read-Aloud book to your students.  Issue each student a book preview packet, and a notebook.  Preview the book with the sudents using the preview packet.  Next, create a list of questions, about the book, suggested by the students.  Record each question on your interactive whiteboard, or on chart paper and save the chart or document.  Every day before beginning the reading, review the questions to see if any have been answered.  Additionally, record new questions that students have.  You can decide how often to add more questions based on your students' input.  Some days they may have lots of questions to add, and other days only a few.

READ-ALOUD
Next, start reading the book.  I like to read one or two chapters a day, depending on our schedule and the length of the chapters.  Allow more time on the day the book is introduced, since the preview and questions will take up a big chunk of your time.  You can also preview the book the day before strating the first chapter.  As you are reading aloud the book to your students, they are recording their thinking in their notebooks.  To support them with this, your students can refer to the Ways To Respond in Your Notebook chart.  The chart will give them ideas for how to respond in their notebooks.  I created a chart on poster board and hung it in my classroom as an anchor chart.  You could also create a chart on you interactive whiteboard and save it for use during each read-aloud session.  Here is a list of some of the items I included on my chart:

Ways To Respond In Your Notebook

• Make a prediction
• Ask a question
• Draw a picture of your favorite part-include a caption or summary
• Summarize the chapter(s)
• Describe a character
• Record a quote from the story and explain what you think it means
• Describe a part you liked/ tell why
• Describe a part you didn't like/tell why
• Describe something you didn't understand
• Make a list of interesting words
• Explore the title-explain why you think the writer chose this title

The great thing about the Interactive Read-Aloud is the students are active participants in the task.  After the Read-Aloud, students use their notebook pieces to engage in discussions about the book.  These discussions can also occur periodically during the reading. 

ASSESSMENTS
What about assessments?  The assements are built into the learning activities during the Interactive Read-Aloud.  The students' Read-Aloud Notebooks and participation in the discussions, can both be used to assess students' understanding of the story.  I like to collect notebooks once a week for this purpose.  Additionally, when the story is finished, I have my students construct a written reflection as an additional assessment.  Students select one of their best notebook entries to compelete a written reflection of their understanding of the story.  I copy the notebook page and staple it to their reflection.  Later, when I'm reading their reflections, I can compare them to the entry in their notebook.  I also remind students, throughout the book reading, to write good notebook entries.  They will be referring to their notebook entries, when writing their reflection piece, once the Read-aloud book is finished. 

Below is a list of some of the titles I've used for my Interactive Read-Alouds.  As you revive your Read-Aloud time, you will be amazed at how much more your students learn and discover about the stories, as they become active participants in this interactive process. 

SUGGESTED BOOKS:

• The Tale of Despereaux by Kate Dicamillo
• The Miraculous Journey of Edward Tulane by Kate Dicamillo
• The Beloved Dearly by Doug Cooney
• Journey by Patricia Maclachlan
• Shredderman by Wendelin VanDraanen
• The Toothpaste Millionaire by Jean Merrill
• Fourth Grade Rats by Jerry Spinelli
• Maniac Magee by Jerry Spinelli
• Lawn Boy by Gary Paulsen