Daily 5 Book Study: Chapter 4

Happy 4th of July everyone! I hope you are having a wonderful day celebrating with friends and family! I woke up super early to go downtown Atlanta for the AJC Peachtree Road Race. A spot in the annual 10k is a coveted thing around Atlanta and I was SO excited to finally participate after living here for 5 years! Out of the 60,000 runners, my favorite was this sweet, elderly man whose T-shirt read: “I’m 91 years old! Eat my dust you slowpokes!” We’ll be going to the Braves game later tonight for the game and fireworks!

On to Daily 5! **Please note that the following is only my opinion and thoughts on how I implement D5 in my classroom. These thoughts and ideas are not endorsed by the 2 sisters or their publisher Stenhouse.

3 Ways to Read a Book

Chapter 4 was all about setting up Read to Self with the students. You begin with a lesson on the 3 ways to read a book. I always complete this lesson with my students, since upon entering 1st grade many students have not yet built up their confidence and do not know to refer to themselves as “readers.” I make sure that each student sees him/herself as a reader since many students are so quick to say “But, I can’t read!”

Here are the 3 ways to read a book:

  1. Read the words.
  2. Read the pictures.
  3. Retell a story you’ve already read.

I want to make an anchor chart similar to this one from Beg, Borrow, Steal with my class this year. I love how visual it is!

Read to Self

It is very important for the students to understand WHY we do Read to Self. I discuss with my class how this activity can help them become a better reader. We talk about how this practice time is important and they should not let anyone interrupt their learning. It is also important for the students to understand that the teacher also has a job during Read to Self. I love how the sisters suggest that when making the I-Chart for Read to Self, you list the job of the students AND the job of the teacher. Modeling is the key! The more the students can model the correct and incorrect behaviors of D5, the better their reading habits will become. Most importantly, students should READ THE WHOLE TIME!

Three Minute Start

I am really interested to see how long my future students will last during the first 3 minute start! With entering 1st graders during the first week of school, I can imagine that we’ll probably have a long way to go in order to build our stamina! I want to chart the progress of the students in order to motivate them and show them how far they’ve come. The students should describe, model, practice, and reflect daily to build their stamina. My goal for my class will be 30+ minutes.

I will begin the D5 lessons with my class during the first week of school. I want to give them a slow and steady start to Daily 5 so that they are sure to form good habits! Visit Surfin’ Through Second for a planning guide that outlines all of the lessons mentioned in this chapter. Be sure to check out her giveaway that she has going on while you’re there!

Thank you to Laura, Jennifer, and Tessa for hosting this chapter! Check back next week for Chapter 5: Read to Someone and Listening to Reading. I would love to hear your thoughts on this chapter! Leave a comment below and if you have a blog be sure to link up!



  1. 1

    Awesome share!
    First Grade Blue Skies

  2. 2

    I like stopping by teachers who have already implemented it in their room. Everyone who is using it seems to really like it. That is exciting.
    I’ve got a couple of questions on my blog post about this independence stage and the book boxes that I’m hoping to get thoughts from those experienced with it. If you have a chance, I’d love to hear what you do .

  3. 3

    I love your poster! I started following you through facebook! I would love to have you follow my blog.

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