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SWBAT find a personal space in the room where he can read-to-self with stamina. Student Objective: I can read silently to myself for five minutes.

Big Idea

When children are comfortable about reading they become better readers.


5 minutes

Part of my classroom environment is having comfortable places for children to read like, laundry baskets, large totes, cushions, chairs, mats and rugs.  I want the children to make a strong comfortable connection to reading.

Raise you hand if you read at home.  Does anyone reads to you?  Where are some places that you like to read inside your home?  Are there other places where you like to read? Why are those your favorite spots?  We will make a list Where do readers like to read, so that later we can compare it to another list that we will be making.


15 minutes

The children have some favorite places to read in the classroom as well.

I can see that you have some favorite places to read in our classroom: Sitting on the cushion, Reading under the tableSitting on the couch.  We will start a second list of those places and why they are good places to read.   You will become better readers if you find comfortable places to read, because if you are comfortable, you will want to spend more time reading. Some places are in our room are better for one person and others might be better suited for two people.  The problem becomes that this is read-to-self time and that reading with a buddy becomes a talking time.  Our goal during read-to-self is to make sure we are very quiet so that we do not disturb each other as we read to ourselves.

Prior to this time, all children read to themselves from their assigned rug seats, and only had one book with them.  When we work on building stamina and we read to ourselves, children will be assigned locations to be by themselves.

Once our classroom list is finished, I will be making a "Book Nook" chart for our class from the ideas that you have generated. At first, I will tell you where I would like you to sit, but  as you build stamina, and we get our Book Nooks Chart finished, I will let you choose the place that you want to read.  The way that this will work is each child will have a clothespin clipped to the chart by the teacher, but as you become more independent, you will have the opportunity to move their clothespin to choose their own "book nook" on the chart.

Before we move to our "Book Nooks", we have one more job to do.  We will be creating a read-to-self anchor chart to talk about our jobs as readers and my job as your teacher during our read-to-self time.  This way our roles have been clearly defined. When we create the anchor chart, we will talk about urgency and the importance of reading.  Urgency refers to the question, “Why do we read?”   Who can tell me why  we read.  We read because we become better readers and writers. It is fun! It makes us feel happy. We can practice our skills and work on our fluency.

Look at the top of this chart.  It says Read-to-self, and then it says students/ teacher.  What do you think are some of your responsibilities during read-to-self time?  Let's list them on the left. What do you think are some of my responsibilities during this time?  We will write those on the right.  Now let's read our chart.  When you are reading to yourself, I will be watching to see if you are following the rules you just created.



10 minutes

The children will work on building stamina to 6 minutes after several days of practice. In addition, when you are able to complete two consecutive days of six minutes of stamina reading,  I would let you add books to your book boxes for Read-to-self time.  I will log our stamina minutes on Our stamina graph. I will observe if they are following the guidelines that they helped to write on our "Read to Self" anchor chart.