I am an literacy coach for a PreK-5th grade school. We have used Daily 5/Cafe for many years and our staff does a great job of teaching these to students. One thing that I see, no matter how many times students have been taught to find a good fit book, there are a few who will “fake” read. They will sit quietly during read to self. They will tell the teacher they have been reading and be able to give a “brief” idea of what they read. In reality, as I observe, they were not reading at all.

I have given the teachers suggestions such as:

talking with the students about the importance of reading the whole time - setting goals,

placing the student in a place where the teacher can always see the student,

placing the student in a quiet, more covered area to prevent other distractions,

giving the student an animal to read to (younger students),

give the student a sand timer to take a break between books (younger student),

giving the student a sticky note to write down a quick sentence about what they read (which can be tricky for a teacher to assess because it’s hard to know what every chapter in a classroom of 20 different books is about).

I am looking for other suggestions to especially get older students to truly read the entire read to self time,

Your suggestions are appreciated!

Trisha Nichelson

[email protected]






Did the kids have choice in selecting the books they are reading? I’m reminded over and over how important choice is. (Usually by my students!!) Have you read any of Nancy Atwell’s writings? She works with older students, and has had tremendous success.
Here are a couple of articles that may hold some ideas for you from the website.
Are they Really Reading–Strategies to try
Reluctant Readers–Improving Motivation

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