The Question: I need help with some ideas on how to make my Kindergarten students accountable for looking at/reading books in my classroom library.
I totally overhauled it this summer and weeded out a lot of books, but it still ends up being a fool around or do nothing spot.
The Daily Five for Kindergarten
Try reinforcing them. Immediately upon seeing a student sit with a book, give him/her a reward. Explain the rewards. They can simply be a slip of paper with good reader printed on them. Create a graph. Give the rewards out throughout the DEAR (Drop Everything And Read) time whenever you see their eyes on the page and their mouths quiet. Set a goal. I used 100. When they reached that goal I gave them a small prize. Ignore the students not reading-they will catch on as they see the graph fill up and the appropriately behaved students getting the reward. Make sure you explain that the rewards show that you are making good choices: looking at your book, trying to read words or picture reading, you are quiet, and you are not bothering any other students. Good luck!
Teach them the Read to Self procedure from Daily 5
Am I the only one who thinks a library should be more than just books? In my library are pocket charts, pointers, magnet letters, white boards, read the room clipboards and pencils, puppets, reading buddies, AND lots of books! I love how they play ‘school’, read to the stuffed animals, pursue personal interests in the varied book baskets, write or read class poetry, etc. I can’t see them just having only books, when they have Reader’s Workshop time to ‘study’ books. I guess we are lucky to have a developmental program still. They are five and six, and I don’t want them to view the library as punishment, if they don’t want to read at their play time.
I have bean bag chairs in my book nook. The kids are only allowed to sit in them if they have a book in their hand.
Model, model, model. I don’t open the classroom library until I see the kids are
A) curious and B) ready. Then we reveal it and I explain and teach how to use it. Then they practice, we reflect, and we do it all over again (teach, practice, repeat). They LOVE the library, but need to know how to take care of the books and read them (read the words, read the pictures, or retell a familiar story).
I limit the number of kids. Only 3 max are at the library during center time. It cuts down on the off task behavior. I also begin teaching read to self around December and begin the full daily 5 in January.
Daily 5 from the start, they can learn to take ownership for their own reading. Even at 5 years old, they can do a self check (with guidance) and answer honestly if they have done the read to self components in the daily 5. My kdg. students are up to 4-5 minutes of read to self, but we started day 2 of school. And like Matt said, Model like crazy!! Point out students doing it the right way, allow those students to use the classroom library, and make them show they are responsible before they get to use it.
Teach them ‘read to self’ from daily five. Each of my kids has their own read to self box of books ( a plastic magazine holder box)
I’ve used simple book reports with words and pictures they could understand to complete the reports.
I also put in those books with great photography pictures about snakes, frogs, cats, horses, spiders….I think they are all scholastic. I would read them for information to the group and then put them in the library. And…they love the Guinness book of World record books! Of course they couldn’t read these books but the oral discussion was amazing to listen to and it kept their attention! I limited it to 4 so they could partner up!
Daily 5 and read to self…you will be amazed.
Daily five is the ANSWER…taught for twenty years with same problem until I discovered daily five.😛duh? I thought why did I never think of this simple concept. My k students can read for 15 minutes of sustained reading
Daily 5! Set the expectations and build that stamina!
Model, model, model and teach them what to do in your classroom library. Love Daily 5! I’ve had problems with children taking out books and not putting them back in the right spot, even though they have numbers on the book boxes, etc. I saw that our librarian has large sentence strips that she uses as place markers. The children take a book, then place the marker where they got the book, so they know to return it there. I’m trying that to see if it helps.
I agree with everyone that has said Daily 5. I’ve also noticed my children more on task at read to self since I’ve added poetry folders to their book boxes. Each week we add a couple of poems or nursery rhymes that we have practiced together enough for them to be able to read them independently – even if only from memory- and they love it! I also put some alphabet charts in them for the alphabet chant. Sometimes we highlight the sight words or rhyming words on the poems and they are able to color the small pictures I put on the page to help them identify which poem it is. I use 3-prong folders and teach the students how to put them in and they last all year. They are so excited at the end of the year when they get to take it home.
There is an adorable book for you to make about keeping books safe.http://www.kindergartenkindergarten.com/… We use this to discuss book respect and handling and then when I notice something “unsafe” I say “how would Miss Eloise feel about that”, when I see something great I say Miss Eloise would be proud of your book handling.
Heather Buchman I do an interest inventory at the beginning of the year so I know what kinds of books to put in the library. I put a limited amount of books in there at the beginning of the year. Then I take pictures of some of the pages, make an ‘I Spy’ sheet for each book, and have the kids try to sequence the pictures while reading the book. Since they come to me with lots of digital exposure but limited exposure to actual books, it is a process.
I have an “independent reading time” that lasts about 15 minutes daily. The students have their own tubs with books they can read at about 95% accuracy. After they read from their independent tub they may self select from the classroom library. They must keep looking at books until I ring my “chime”. A couple times a week I will give a “reading award” to a child that read quietly. (bookmark, coupon, etc.) they love it and it gives them a chance to practice their skills and it builds their self confidence as a reader!
I do the same. I agree that Poetry Folders/Books are an awesome addition. They love to reread each page over and over. I have used a 3 prong folder, but I use a 2″ 3 ring binder now that I teach first grade….more room!
My classroom library is closed until I do a lesson on how to read books and how to put books away properly there. I call it library expectations. The students know that “expectations” mean they are expected to do it and if they don’t they have consequences. If they aren’t they change their color.
I agree with implementing the Daily 5 Read to Self- takes a while bit so worth it!!
My suggestion is to read the book Daily Five like everyone else posted. It explains what you’re wanting to know about building stamina, interest, etc. I teach my students and model how to go on a picture walk right now since most can’t read. Having their own book boxes helps too so they have books on their level that you can add to throughout the year! Good luck!
Yes to Daily 5! It may be that you start with Daily 1 or 2, and that’s okay. Model, model, model! Show what read to self looks like and what it doesn’t look like. Call on students to show each. Then, as the book describes, have everyone try. Watch closely and when you see something that isn’t correct, STOP the whole class, remind them of the expectations, and start again. It’s amazing that when you set the expectations high, and show them what you expect, most students will rise to those expectations. Good luck!
Yep, with Daily 5, I make them select one or two books and that’s it. No going back. With I Pick they learn how to select a book, and no take backs during that round of Daily 5.
My students have books in a box that are theirs for the week. For kindergarteners I would create a simple book report where they circle or color a sad, medium, or happy face telling if they liked the book and a spot to draw something they learned or their favorite part of the book.
When you do Daily 5, you can graph the amount of time each day that the class is able to read to self successfully. My kids love having a goal. We practice 2-3 rounds each day and graph our best time for the day. It is a great math lesson on the concept of “most/greatest” too! We started out with read to self. I told my class that when they reached 10 minutes of reading stamina we could add read to someone. They worked hard to get there. When we added read to someone, their reading stamina went down a little bit. We are now working to get back to 10 minutes to add listen to reading.
Reality: they are 5, we aren’t allowed to have “play centers.”. If they are quiet & don’t interrupt, leave them alone for a while. After Christmas, when they can read some decodable text have a book tub for that & a tub of picture books for them to partner read. Daily 5 will help, but true read to self & read with a partner can wait until after Christmas. Until then do some turn & read with partner on carpet to build stamina while you can manage & help & model “book talks”. Same for read to self. Do that at tables when you can take 5 minutes to manage & keep them on task, like right before lunch. My kids keep their library book in their chair pocket for this.
As the Daily 5 says, training is super important. We “read” the pictures for three weeks all together. I set the timer for 3 minutes, then 4, then 5. Now that we are working independently, EVERYONE is reading! It’s so awesome!
Too bad educators have disregarded brain research on the developmental stages of children’s learning. I have lots of props we use for readers theater. I love seeing them reenact books we have read. Also they love nonfiction. Lots of nonfiction in my classroom. I also have rewards for good readers. We talk about ways to read and what good readers look like. My children love the reading center.
How about story mapping as they flip through? Let them draw the setting and characters as they look through the stories. Most aren’t independent readers at this stage so reading to self isn’t very engaging yet. They can also use wordless books and make up the words in a story with a partner.
Partner reading is a great way to have them show what they’ve “read”, even if they’re not actually reading. And acting out stories they’ve read is not only fun but educational.