Read to Someone is often a favorite of children, but NOT a favorite of the teacher.  Why is this?  Do you currently have partner reading in your classroom?  What does it look like?  After reading the section on Read to Someone, what do you notice that is different from the way you currently have students partner read?  What is it about the Read to Someone process in Daily Five that makes it so successful? 

Check for Understanding is a strategy recommended to assist readers in staying focused and alert while their partner is reading.  The “listener” holds a checkmark while the “reader” reads.  When the “reader” is finished, the “listener” answers who and what by saying, “I just heard you read…”  There are many options for checkmarks (figure 5-3, p. 65 shows a wooden one). What will you use for your students?  The introduction to Read to Someone relies heavily on modeling.  The teacher will explicitly teach and model “I read, you read”, how to choose books, choosing your own classroom spot, how to choose a partner, how to decide who goes first, and “coaching or time”.  Read these sections and reflect on your specific group of students.  How will you teach and model these ideas?  In what order? What will read to someone look like in your room?  How many “partners” can there be in a given round?  Discuss your thoughts with your colleagues and share ideas. 

What resources do you have in your room for implementing Listen to Reading?  How many students can choose Listen to Reading in a given round?  How will you teach and model the correct procedures for Listen to Reading so that students are independent?  What will they do if they run into a technology problem?

Chapter 6: Work on Writing and Word Work

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