Reader's Toolbox

At the beginning of the year, I teach the reading strategies by referring to them as tools. After I introduce each tool or strategy, the students have to use it as they read during independent reading time. I make sure that I have plenty of sticky notes available for them to mark where they used the strategy in their books. Then we gather together and the students share their discoveries.  I love this part! I can easily access who is actually reading and learning how to apply what they've learned, and who isn't.  I teach and review these strategies intensively at first, and then refer to them often throughout the year. 


Recently, I recreated my tool bookmarks and thought I would share them with you. Young readers might not be able to comprehend or even read all of the words on each bookmark, but eventually they will see the picture of the tool and knows what it means and how to use it. In my experience, these tools are great mnemonic devices that really help my students remember and apply the reading strategies when reading! You can download a copy of my Reader's Toolbox for only $1 at my TPT store here. So, how do you help your students remember the reading strategies?

Read and Respond

During independent reading time last year, I noticed that several of my students weren’t really reading. They were what I affectionately refer to as “pretenders” or students who only pretend to be reading. In order to make my students more accountable as readers, I decided to have them write about their reading.

First, we had to build our reading stamina. Students had to remain in their seats and remain quiet the entire time. I used a timer to keep track of the minutes.  At first, my students could only read for 5 minutes without talking or getting up out of their seats. But by the end of the year, my second graders could read for 30 minutes!  During reading time, I would consult with students or ask them to do the “Five Finger Rule” to make sure they were reading ‘just right’ books.

After reading, I would pick student sticks and ask several students to share their writing. I put their sticks back into the container because I didn’t want them to think that once they shared, they didn’t need to participate anymore. The problem is that other students weren’t getting their chance to share. In order to ensure everyone has a turn this year, I will put their sticks upside down in the container once they have shared.  Hopefully those smart little second graders won’t notice and I will still be able to hold their ‘feet to the fire’ so to speak.  Another way to keep them accountable is to let them share their writing with a friend instead.

I love the writing aspect of this activity! At the end of the year, my students could successfully summarize their reading using linking words (first, then, next, etc.)!  It also allowed you to see who was struggling and/or who was pretending.

Since doing this activity, I have had the chance to reflect on what worked and what didn’t. If you want try this in your class, make sure you give your students the opportunity to go the bathroom and get a drink before beginning.  This is a no brainer, but it takes time to do these things. So I suggest doing this activity first thing in the morning or right after recess when these things should already have been taken care of. 

Another problem I discovered was students continually getting out of their seats to find another book. I found that most of these students were just bored (because they were pretenders) and just wanted get out of their seats. This year if I can find the room, I am going to have book boxes. I did this when I only had 19 students, but now that I have 26 students it’s a little more difficult to find the room. On the teacherwife.blogspot, she doubled students to one box.  She and I have used the cardboard magazine holders from IKEA to make the book boxes. They are only $1.99 for a set of five! Hopefully you can find a store near you.

Magazine holders from IKEA

On Monday, students will chose three books from our classroom library (plus two library books) to read throughout the week and keep them in their book boxes.  Since I have my students read first thing in the morning, they will need to grab their book boxes and then find their seats before beginning. Hopefully this will eliminate this problem for good.

If you would like to try this in your class, I have included a free copy of the Read and Respond journal at my TPT store. You can pick up a free copy here. If you have find something else that works for you please share!