Chapter+5

__ The Daily 5- Fostering Literacy Independence in the Elementary Grades __ Gail Boushey and Joan Moser Stenhouse Publishers, Portland, Maine 2006

Read to Someone and Listen to Reading
 * Chapter 5 **

Robert Montgomery reminds us that students need "a specific reason for listening, otherwise we don't pay attention and don't really year or understand". (p. 59)

Of the components discussed so far, Read to Someone, IMO provides the greatest opportunity for students to stray from the intended purposes. On page 60, the authors remind us of how many facets of reading can be enhanced of R2Someone is done correctly.

Pages 60-74 discuss the various management issues and student choice items that are inherent in R2S. At least six days are required to introduce all the components of R2Someone.

Pages 65, 68-69, 73-74 outline the various techniques students may use during R2Someone time. If students are proficient at the Learner Profile Attributes, these D5 R2Someone strategies should be much easier for the teacher to teach and for the students to master.

Question: May students choose the same R2Someone activity each time, does it have to be on a rotation?

Anchor charts and more anchor charts!

Does anyone want a wooden check mark similar to what is mentioned on page 65?

What has been the biggest challenge during R2Someone time for those of you who have implemented The Daily Five?

I tried to look up more information about R2S and I could only find The Sisters website which requires a membership fee of $69 for a year. :(

Here is another great resource for D5 Printables including R2S!

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