Summarizer

Chapter 5

Day one of Read-to-Self in school has an important impact on the students reading from the start. Each
component of Read-to-Self plays a crucial part in the whole development of one’s stamina. With Three
Ways to Read; where the student eight (1) reads the pictures, (2) reads the words, or (3) retells the
story, before learning that reading means more then just reading the words to build stamina. Then
learning on how to use I PICK Good-fit books properly to find the books that are purposeful, the interest
it brings, if or if not, the students comprehend the content, and it the students knows most of the
words. Understanding that Work-on-Writing Foundation lesson, where students underline words that
they themselves are unsure and continue their writing, going back later to check and correct their
spellings. While using Read-to-Someone foundation lesson to check for understanding. The listen-to-
reading foundation lessons to allow student to listen and follow along as they read. While lastly, using
word-to-work foundation lessons, where students learn how to get ready for their work, how to clean
once their finished, gather the appropriate materials and choose the most successful spot in the
classroom to complete the work.

Chapter 6

Day two of the Read-to-Self is quite like day one, but focuses on the foundation of the lessons, rather
than the lessons themselves. Choosing a successful spot is important for the students to ensure success
and allows for the students to become responsible in deciding for themselves where the best spot is for
their own. To talking about how to set up a writing notebook and how it can be navigated to the
students writing needs and how they choose what it is that they want to write about. This chapter also
talks about how to properly sit together with others while sharing a book and the correct tone of voice
to use while doing so. The way to appropriately checking for understanding while reading along with
how partners read together whether is be with the same book or a different one. This chapter talks
about how students get started with their reading and how to coach one another within their reading to
assist others. To appropriately choose a partner in a respectable manner. Going into more detail of
listen-to-reading foundation lessons with setting up as well has cleaning, listening and following along,
how to manage fairness and equitable use. Along with setting up and cleaning materials and choosing a
successful spot with word-word foundation lessons.
Read the pictures

Read the words Three Ways to Read a Book

Retell the story

I select a book and look it over, inside and out

Read-to-Someone Foundation
Purpose: Why might I want to read it? Lessons
Interest: Does is interest me?

Comprehend: Do I understand what I am reading? I PICK Good-Fit Books

Know: Do I know most of the words?

Underling words you do not know how to spell, and move on

Set up a Notebook Work-on-Writing Foundation

Choose what to write about Lessons

Check for understanding

EEKK (elbow, elbow, knee, knee) Listen-to-reading Foundation

Voice level Lessons

How to get started

How partners read Word-work Foundation Lessons

Coaching or time

How to choose a partner

Set up the technology Read-to-self Foundation Lessons

Listen and follow along

Manage a fair and equitable use with the limited number of devices

Set up and clean up materials

Choose materials to use

Choose a successful spot