Read to Self is the first authentic Daily 5 task we launch. These questions can help you make decisions as students practice, build stamina, and become increasingly independent readers.

Launching and Building Engagement

How long should the first Read to Self practice be? 
Keep the first practice short and watch student engagement closely. Use the Quiet Signal to bring students back while they are still successful, then Review & Reflect and practice again. The goal is successful practice that can gradually grow longer.

How many times should we practice Read to Self on launch day? 
Plan for at least three or four practice rounds on launch day. Each round gives students another opportunity to practice the expected behaviors, reflect on their success, and build independence, stamina, and engagement.

How quickly should we build stamina? 
Let student engagement guide the pace. Gradually extend practice rounds as students demonstrate that they can stay engaged and follow the Read to Self I-chart behaviors successfully.

Do students need to reach a certain number of minutes before I launch Work on Writing? 
No specific number of minutes is required. Look for students to demonstrate successful independence and engagement for a sustained Read to Self round. Their reading stamina will continue to grow as you move forward with Daily 5.

What if students read successfully for a long time one day and struggle sooner the next? 
Stamina will naturally vary. Use what you observe to determine the length of the current round. Review the I-chart, reinforce what successful engagement looks like, and continue giving students opportunities to practice.

Should Read to Self continue after I begin launching the other Daily 5 tasks? 
Yes. Read to Self becomes a daily practice during the literacy block. Continue providing meaningful time for independent reading as you gradually launch and add the other Daily 5 tasks.

Supporting Independence and Engagement

What if one student loses engagement before the rest of the class? 
Allow the class to continue when they are successfully engaged and use Responsive Teaching to support the individual student. Confer briefly, identify the specific behavior that needs support, and help the student set a goal for becoming more independent.

How do I know what to work on with a student who is struggling? 
Use the Read to Self I-chart as your success criteria. Notice whether the student needs support getting started, reading the whole time, staying in one place, working quietly, ignoring distractions, persevering, or another explicitly taught behavior. Focus your support on one clear need at a time.

What if several students lose engagement at the same time? 
Use the Quiet Signal to bring the class back together. Review & Reflect on what happened, revisit an I-chart behavior if needed, and begin another practice round. This gives students immediate feedback and another opportunity for successful practice.

Should I correct students while they are practicing Read to Self? 
During the initial launch, protect students' opportunity to practice independently and observe closely. Step in when a student needs individual support, while allowing successfully engaged students to continue. Use Review & Reflect to address patterns that will benefit the whole class.

What if a student needs more support than the I-chart and repeated practice provide? 
Use an individual conference to identify the student's specific need and set an engagement goal. Just as we respond to individual reading needs, we can explicitly teach and support the behaviors a student needs to become successful during Independent Practice.

Should I use rewards to motivate students to build stamina? 
Keep the focus on the purpose and progress of the work. Help students recognize that reading helps them become stronger readers, notice their growing stamina, set goals, and receive specific feedback about their effort, perseverance, and independence.

Books and Book Boxes

How many books should students have available during Read to Self? 
Provide enough reading material for students to remain engaged throughout the round. Beginning readers may need several books because their books are shorter, while older students reading longer texts may need only one or two.

What should I use for book boxes? 
Use whatever works well for your students and classroom. Plastic containers, magazine files, bags, or other simple storage options can all work. The purpose is to keep students' reading materials accessible so they can get started independently.

Do older students need book boxes? 
Not necessarily. Students reading longer chapter books may only need their current book and another option available. Choose a system that makes it easy for students to access enough reading material without interrupting Independent Practice.

Who chooses the books when we first launch Read to Self? 
For younger students, begin by selecting books and filling their book boxes for them. This allows students to focus their attention on learning the behaviors of Read to Self before adding another decision.

When should I teach students to choose their own books? 
Once students have begun establishing Read to Self, layer in the I PICK lesson and gradually release responsibility for choosing good-fit books. For younger students, this may happen a few days after the initial launch.

What if a student finishes a book during Read to Self? 
Make sure students have another good-fit book readily available so they can continue reading without interrupting the round. This is one reason beginning readers often benefit from having several books in their book boxes.

Choice and Daily 5 Check-In

When should I introduce Daily 5 Check-In? 
Introduce Daily 5 Check-In after students have successfully launched both Read to Self and Work on Writing. At that point, students have two familiar tasks to choose from and can begin learning how to Set a Purpose by declaring their choice.

When do students begin choosing where they read? 
Teach students how to choose a Good-Fit Learning SPACE before releasing workspace choice. Once students understand how their workspace affects their engagement and learning, they can increasingly take responsibility for choosing where they will be successful.

Moving Forward

How do I know when Read to Self is successfully launched? 
Look for students to get started, engage with their reading, follow the Read to Self I-chart behaviors, and sustain their independence for a successful practice round. They will continue strengthening these behaviors and building stamina throughout the year.

Does Read to Self need to be perfect before I move on? 
Look for a strong enough foundation of independence and engagement to begin adding the next layer. Continue practicing, reflecting, and strengthening Read to Self every day as you launch Work on Writing and the other Daily 5 tasks.

What should I do if Read to Self becomes less successful later in the year? 
Return to the same process you used during the launch. Revisit the purpose and I-chart, model or practice a behavior that needs strengthening, complete shorter successful rounds if helpful, and use Review & Reflect to rebuild independence.