Daily Five Book Review: Chapter 5

This week I am linking up with A Differentiated Kindergarten and Sharing Kindergarten to review Chapter 5: Read to Someone and Listen to Reading. These are 2 that I usually get frustrated with. The kiddos start talking or instead of looking and listening, they flip through the pages quickly. So here are the questions that were given for this chapter.

Read to Someone:

1. Why should students be reading to someone?

I think students should read to someone because it's sometimes better to get feedback from their friends than adults. The kiddos are always listening to our "criticism" and coaching them to be more fluent. It's a different change of pace for them to hear from their peers instead. It is fun for them and a change of pace from reading to just themselves.

2. How can your students EEKK?

Luckily, this is something I've been doing with my kiddos for a while. With WBT, each child has a partner and I always had them sit EEKK. This was easier when they had to talk to their partner and discuss mini lessons. I saw a poster somewhere and it had a cute little poem "Elbow to Elbow, Knee to Knee, I'll read to you then you'll read to me" I love that! I also agree with what Mary says though about letting them sit in different ways like on their bellies or backs as long as both can see the book.

3. How can your students read to someone and how can you model these ways with your students?

I think in kindergarten this will be a challenge. Again, you have kiddos who are reading at different levels and some who are still looking at just the pictures. I've been trying to decide when to bring in the Read to Someone. I would like to start it soon after we begin Read to Self.  I like the ideas of Checking for Understanding and Coaching, but these are some that I might introduce later when I see more kiddos reading fluently. I've also thought about pairing up with an upper grade class and getting partners to come in and pair up with the kinders that way. Then they have an older coach to look up to. So, basically...I don't know yet..I'm still mulling this one over in my head! =)

4. What is one thing you have done with partner reading that ensures the success of your students?

In the past, I have honestly not let my students participate much in partner reading. Like I said at the beginning, I got frustrated with the talking and not actually reading. Now that I know about the building of stamina and constant modeling, hopefully it will be better. Once again, it's about consistency and if I remain a consistent teacher then they can succeed as readers.

Listen to Reading:
1.  How will you instill the importance (or urgency as the sisters call it) of 'listening to reading' in your students and especially those students who have had little 'lap time' or reading done for them in their own homes?
I love to get volunteers into the classroom to read to the kiddos. I used to do it as a whole group, but I think having certain days where volunteers come in for Daily 5 time and making them a part of the Listen to Reading and reading only to those few who signed up for it will make a big impact on the kids. Keeping it personal and reading books that they like and are excited about. Let them see that adults enjoy reading as much as the kids do. Let them see how fun it can be. We know how much our kiddos LOVE visitors! This will be a great way to use their volunteer time wisely.

2.  What devices or strategies are you going to use to conduct listen to reading?' Will you use a community recording device with one cd and several earphones, individual cd players, tape recorders, ipod-type devices or computers?  
I am so excited to just have my latest project funded. It is a brand new small group listening station! So I will definitely be using it. I also have 2 individual cd players, an ipod nano, leapsters and computers. There are several reading programs out there where the kiddos can listen to celebrities read classic stories. I also have a collection of videos on the computer that kids can watch and listen to like Chrysanthemum, Chicka Chicka Boom Boom, Tikki Tikki Tembo, etc. We watch these as a class first, then I have them set up in a folder on the laptops and show the kiddos how to access them.

3.  What expectations will you have for your students during 'listen to reading' and how will you keep them on task and independent instead of needing your assistance when they can't manage 'devices?'
Again consistency and model, model, model! On my cd players, I have stickers on the play and stop buttons and we go over how to use these. On the computer we talk about how the folders they can use are highlighted in red and show which websites they can use. I will usually find a student or two who are more than able to work a computer..sometimes better than me. They can be my go-to guru's if someone needs help on the computer. Ask the guru first, then come to me 2nd.

4.  Do you have enough 'listening to reading' type materials? If not, what ideas do you have for securing these materials?  Where will you store them? How will your students retrieve these items? Where will they be used (will there be a designated spot in your class for listen or reading or will it be their choice)?






I have plenty of materials for Listen to Reading. My small group listening station will be set up at a table. The single listening devices will be stored in buckets on one of my shelves where the kids can just pick up a bucket and take it to some place on the floor or at a table. I need to devise a plan to get that shelf and table near each other so that the books/cds are easily accessible to both stations. Where they sit will be their choice. I'll choose for a little while, but soon give it over to them just like with Read to Self.

6.  The sisters do not really talk about this in their book, but how do you feel about listening response sheets?  Will listening to reading be just for 'listening' or will there be follow-up work required of your students?  If there is reading response sheets, what will they look like?
I usually use listening response sheets. I had one that I made, but then I found this cute one from Maria at Kinder Craze. You can click on the pic to go to her post about it.

What I loved about this one is that it's easier for kinders to draw a picture than write a sentence. I think that can come later when they become better readers and writers. I would like to start using this response sheet when they first begin this part of the Daily 5.

7. I would be remiss to not add this so . . . how can this station be differentiated to meet the various learning profiles, interests and/or readiness of your students?
That will be a little difficult for me. Most of my books on cd are about the same level. However, I have thought of recording myself reading my leveled readers and turning them into cd's. Then possibly using a sticker system for the just right books. So that the kiddos know which level will work best for them. Also, when choosing books, I will only have a few at a time that go with our unit or letter of the week. This way the kiddos are overwhelmed by the choices and spend too long picking out a story to listen to.


I can't wait to read other responses about this chapter. The Read to Someone will be my biggest challenge so far. So, I'll be coming around and reading your ideas and what you think about this! 

Come join us and link up with Marsha and Mary to share your ideas on Chapter 5 of the Daily Five.