This chapter explains key materials, routines, and concepts introduced to children in the first days of school that are crucial to the success of Daily Five.  Read through the chapter and then reflect on the following questions:

 Do you have a gathering place for the whole class to come together?

 What will you use for book boxes and where will you store them?

 Do you have space on your wall to hang your anchor charts as they are created?

 What will you use as a signal to call students back to the carpet?

 How are your books arranged?  Are they labeled and easily accessible for students?  

The book compares the need for different shoe sizes and styles to the need for different levels of books.  (Whitney 2nd grade currently uses the shoe example.)  The website, , provides a few other ideas.  As individuals we are different in interest and ability, and our book selections should be individualized.  How will you (your grade level) teach your students to select good-fit books?  

The brain receives input through three different external memory systems: visual, auditory, and kinesthetic. Reviewing the Ten Steps to Improve Muscle Memory (p. 37), how do the Ten Steps use the different external memory systems to ensure success for all students?

Chapter 4: Read to Self

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