Kindergarten Daily 5: Chapter 5- Listen To Reading Guided Questions

We are already moving into Chapter of 5 of our Daily 5 Kindergarten Book Study.  Man, the summer is flying by isn’t it.  This chapter actually deals with ‘Read To Someone’ and ‘Listen To Reading’ so it’s been divided into two parts for this weeks study.  My blogging buddy Mary, from Sharing Kindergarten, will be taking on the ‘Read to Someone’ portion, and I will be covering ‘Listen to Reading.’

While I doubt that this will be the most challenging part of Daily 5 for you to implement, the ‘sisters do a really good job of pointing out WHY listening to reading is so important.  Likewise, there are definitely some logistic/organizational issues you’re going to want to think about. These are the things that I think sometimes weigh us down and keep us from moving forward.  We often can understand the WHY but the HOW, WHERE and WHAT can be daunting and so we do nothing.  I want to make sure we think about how this is really going to look and work in our classrooms, not just the theory behind it.

1.  How will you instill the importance (or urgency as the sisters call it) of ‘listening to reading’ in your students and especially those students who have had little ‘lap time’ or reading done for them in their own homes?

 2.  What devices or strategies are you going to use to conduct listen to reading?’ Will you use a community recording device with one cd and several earphones, individual cd players, tape recorders, ipod-type devices or computers?

3.  What expectations will you have for your students during ‘listen to reading’ and how will you keep them on task and independent instead of needing your assistance when they can’t manage ‘devices?’

4.  Do you have enough ‘listening to reading’ type materials? If not, what ideas do you have for securing these materials?  Where will you store them? How will your students retrieve these items? Where will they be used (will there be a designated spot in your class for listen or reading or will it be their choice)?

5.  What expectations will you have for your students during ‘listen to reading’ and how will you keep them on task and independent instead of needing your assistance when they can’t manage ‘devices?’

6.  The sisters do not really talk about this in their book, but how do you feel about listening response sheets?  Will listening to reading be just for ‘listening’ or will there be follow-up work required of your students?  If there is reading response sheets, what will they look like?

7. I would be remiss to not add this so . . . how can this station be differentiated to meet the various learning profiles, interests and/or readiness of your students? 

Ok, so there’s alot to think about.  I know I’m starting to put some things together and I’ll have some goodies for you next Wednesday when when we link up for Chapter 5.  Also remember to check out Mary’s blog, Sharing Kindergarten, over the next couple of days to find her guiding questions for Read to Someone

Ok,  now get those books and get reading.