The Daily 5: Chapter 6

Chapter 6 focuses on Working on Writing and Word Work.

Work on Writing:

Work on Writing takes about 4 days to start up. Student can work individually on writing or with a partner on their choice of writing. It can include options such as persuasive writing, letters, a recount, reports, or poetry. Usually when they work on writing, they work on something from the writing workshop that they need to complete.

  • complete I-Chart for Work on writing (see pg 81) & model & practice
  • teach focus lesson ie: how to move on when you don’t know how to spell a word
  • talk about where to sit
  • teach what they can write about 
Word Work
It is important to have some time focuses to working with words ie: experimenting with words, memorizing high frequency words, and generalizing spelling patterns.
When teaching word work it is imporant to teach
  • how to set up the spelling materials
  • how to use the spelling materials
  • and how to clean up the spelling materials
  • Make an I-Chart with the class
  • Model
  • Practice
Word Work materials (ideas)
  • whiteboards
  • magnetic letters
  • wikki sticks
  • clay
  • letter stamps
  • coloured markers

Thoughts:

If you do the Daily 5 and and Writer’s Workshop, when is there time for everything else? I have no idea how you would fit in both.

The Daily 5: Chapter 5

Chapter 5 in ‘The Daily 5’ is focusing on Introducing Read to Someone and Listen to Reading.

Read to Someone

  • reading with someone helps students grow as readers, helps readers become more self-sufficient and less reliant on the teacher.
  • Taking turns while reading increases reading involvement, attention, and collaboration
  • Increases the volume of reading, level of attention to reading, reading motivation, fluency, reading rate, word attack skills, and love of reading

Introduction to Read to Someone

The Introduction to Read to someone takes 6 days. I love how throughout this is. Here are strategies that are focused on for these 6 days

  • Teach EEKK-Elbow, Elbow, Knee, Knee & model
  • Model the correct volume when doing Read to Someone
  • Checking for Understanding after every page or paragraph
  • I Read, You Read-one student reads one page and the other student summarizes what other the other partner read and they agree or not. If they don’t agree, the same partner re-reads the page and then they check for understanding again. When they get it right, they move on to the next page and trade roles.
  • How to Choose Books-1)Lets make a deal, Read 2 different books, or Rock, Paper, Scissors
  • Choosing Your Own Classroom Spot
  • How to Choose a Partner
  • Coaching of time when your partner comes to a word they don’t know

Listen to Reading

Listening to Reading can be from the computer, iPad, tape recorder, CD. Whatever you have on hand or is easier for you. You will have to model how to use the technology you have in place for this. Make an I-Chart with the class & Model

Listening to Reading helps us understand new words and stories.

Introduction to Edmodo

Edmodo is social media tool for the classroom in a free,safe, & secure setting. It can be used to share ideas, content, and access homework, grades, and school notices. Students do not need an email address and only can become part of the group when they are supplied with an access code. The teacher is able to see everything that goes on.

You can make groups with teachers, and students. There is unlimited classroom storage.

First step is to make an account through edmodo.com. Log into your account and go straight to settings. Upload a photo and select your school so you can link up with other teachers at your school.

2)Notifications: You can choose what notifications you want to get. You can also get notifications via text messages.

3)Profile: You can write a blurb about you you in the ‘About section’

If you are a classroom Teacher: make a group and invite your students based on a subject or an extracurricular activity. When you create the group, edmodo gives you a code which you give to your students so they can join your group. You can always go to manage area and delete students that do not belong in that group.

You can also give the students’ parent code and the parent will only see what their child is doing.

You can also allow students to ‘read alone’ if they are acting inappropriately.

Under Group Setting you can also approve each post before it goes live.

You can also make assignments and quizzes on Edmodo. It lets you put a title, description, and due date. and you can also make events in the calendar for fields trip, or reminders. Each student on their account have their own calendar. Teachers can also grade and give feedback on these assignments.

For quizzes you can make a quiz with a time limit. The quiz form can be multiple choice, short answer, true/false, or fill in the blank and it will auto correct for you! You can click on who finished the quiz and you get a graph about how the whole class did. You can also add a link or image to a quiz and you can add a pre made quiz.

Gradebook: All the assignments and quizzes get linked with grade book. You can add a grade manually and the assignment grades/quizzes are there right away. You can export the grades to another document as well.

Edmodo has iPad and iPhone apps.

Library:

You can add a link, file, video that is unlimited. This is your private library, no one else can see it. You can also link up your google docs account. You can also organize your library resources into folders. You can share a whole folder with a group.

Communities:

You can connect with other teachers and subject areas. You can follow a community and then you have access to MANY other teachers in that community or subject area. There are also tons of content providers that have tons of resources.

You can make smaller groups, for example for literature circles. All you have to do is go to ‘Manage’ and on the left if says ‘Create Small Groups’ and choose which students you want in each group using the arrows.

Rollout Resources: Letter to parents, setting up students.

I just made an account. Find me under Amy Bowker or at 

‘Too Noisy’ App Review

I recently downloaded the ‘Too Noisy’ App. It is a noise monitoring app for groups of children. There is a free and paid version and is available on the iPhone, iPod Touch, iPad. It can be projected if you have an iPad 2 which would be excellent for classrooms.

Both versions have a cute background that would be acceptable for all ages. As the noise increases, the picture changes from a happy face, to a sad face, to a crying face that is plugging his ears. This background is all visual so it would be good for all students. I love that both versions of this app lets the teacher control the level of noise we will permit. The noise levels in our classrooms constantly change, from silent reading, to group work, to gym and this app is easily adaptable to these changes.

I really liked the free version and the idea behind it. I like how the background picture changes but, as we teachers know when students get involved in a task, there is no way just a picture will get their attention. That’s why I would recommend you buy the paid version called ‘Too Noisy Pro.’  It has the same background but when the noise gets too loud it looks like the screen cracks and has a loud noise to get the attention of the children. This will reinforce the acceptable noise level and remind them of it. The pro version also has a counter. This would be good if your class is always loud. The teacher could warn the class that they have 4 times to let the alarm go off and then we will stop the activity and move onto something else. That way it is reinforcing the noise level and the teacher is clearly stating the expectations.

If you want to know more, click on the picture and it will take you to the apps website.

The Daily 5: Chapter 4

Chapter 4 in ‘The Daily 5,’ is all about Reading to Self. 

3 ways to Read:

  • Gather the class on the carpet. 
  • Say “Class, today we are going to learn about 2 ways you read a book, Do any of you know any ways?” 1) Read the words and 2)Read the pictures. 
  • Demonstrate with a picture (with words) how to ‘read’ the pictures and model your thinking process as well. 
  • Now you read the story (reading the words) and point out that it is pretty much the same story whether you read the words or the pictures. 
  • The next day, review the 2 ways to read a book, and then tell the class the final way you can read a book: by retelling the story. 
  • Go through the book that you read yesterday and retell the story using the pictures.

Launching Read to Self

  • Make an I-chart with the heading “Read to Self, Independence”
  • Write underneath the heading: “Why:to become a better reader.”
  • Ask the students for their suggestions, write down their suggestions along with their names
  • Ask what will the teacher be doing? write down their suggestions.
  • Should look like the following picture:
  • Ask a student to demonstrate how Read to Self should look and then review the chart.
  • Then ask another student (one that you think will have difficulty) to model the wrong way of doing Read to Self, go through the chart, and then ask them to do it the correct way and go through the chart again.

Practicing Read to Self

  • Say to the class “we will now practice read to self for 3 minutes.” We only practice for 3 minutes because we are trying to build stamina, train our students bodies and brains to do read to self the appropriate way.
  • The second someone isn’t focused on reading or begins to wander around, ring the bell and come back to the carpet.
  • We the students are reading, we sit in the guided reading area and do not make eye contact with the students or manage behaviours

Checking back in

  • Gather the class back at the carpet. 
  • “If you know you were successful today at Read to Self then put a thumbs up bu your heart and if you know you need to improve then put a sideways thumb by your heart.
  • Go through each item on the list and wait for all students to reflect and give a thumbs sign
  • “Before we practice again, do we need to make any changes?”
  • Make these changes

Three more minutes and check in

  • Practice read to self for 3 more minutes and then review the checklist and see how everyone did
  • Review the lesson

Day 2 and Beyond

  • Keep on adding minutes each time they practice
  • If the class if not behaving correct review and model the right and wrong way to do Read to Self again 
  • Practice 3-4 times on day 2
  • Our goal is for the students to read for 30-45 minutes depending on their age.

The Daily 5: Chapter 3

Chapter 3 discusses the key materials, concepts, and routines that you need to know about to launch the Daily 5 program.

Establishing a Gathering Place

  • in your classroom have a large open space where the whole class can comfortably sit on the floor
  • need to include chart paper, the anchor charts created by the class
  • allows us to have the classes focus with distractions

Good Fit Books

  • good fit books are books that independently can be read by children with 99% accuracy
  • important to instill early because we want the students to carry this with them when they pick out books at the library or store
  • not reading at this level will cause frustration
  • IPICK- I- choose a book, P-Purpose-Why do I want to read it?, I- Interest-Does it interest me?, C-Comprehend-Am I understanding what I am reading?, K-Know-I know most of the words
  • There is a great example about shoes and how it fits in with books on pg 30-32
  • On the first day help all your students choose 3-8 good fit books so they have something to go to

Setting Up Book Boxes

  • Can ask parents if they are getting rid of books to donate them to your classroom, or to keep their eyes open when they are at grage sales or thrift stores.

Anchor Charts

  • permanentlydisplay certain anchor charts: students are constantlyreferring to it

Short Intervals of Repeated Practice

  • class brainstormscorrect behaviours
  • children model this in front of the class
  • the whole class goes and practices the behavior at the centers for 3 minutes
  • If any child gets off task, you immediately call all the students back to the carpet (DO NOT PUNISH THE CHILD)
  • when all children are successful for 3 minutes, then we add one minute

Signals

  • use a medium loud signal so it gets everyones attention but isn’t too loud Ex/chimes
  • discuss what it would look like when they hear the chime
  • practice being noisy, chime, and then coming to the carpet several time

Check in

  • Get the students to self reflect on how they did at the centers: thumbs up if they were independent and successfulwith that behaviour or thumbs to the side if they were somewhat successful and can improve

Correct Model/Incorrect Model

  • begin with a discussion of what the skill looks like
  • have a student demonstrate the skill and have the other students point out each behaviour (ex/reading quietly…)
  • next comes the demonstration of the incorrect model, choose a challenging child s they get attention for being funny, we point out behaviours we want to discourage, and then we correct the behaviors (enjoys the positive attention)

The Daily 5: Chapter 2

Chapter 2 was focused on the core foundation: Trust, Choice, Community, Creating a sense of urgency, building stamina, and get out of the way.

Trust:

  • need to build trust
  • have trust between teacher and students and students themselves
  • trust the class/students to do any task example: each take 2 chips(instead of passing them out yourself), checking out books and so on
  • we gradually build trust and build behaviours so we can trust the students to manage on their own

Choice:

  • students feel comfortable and safe with structure and routine
  • allowed to choose the Daily five Activities
  • student’s choice will depend on their goals, mood and motivation
  • Choice is highly motivation
  • PURPOSE+CHOICE=MOTIVATION

Community

  • begins with getting to know each other on the 1st day of school
  • the community provides its members with ownership to hold other accountable
  • if one student succeeds in a goal-the whole community rejoices
  • if one student is disrupting, the whole community helps the student get back on track

Sense of urgency

  • We need to know why we have to do something. That is why the Daily 5 explicitly states why they are learning the task at hand.
  • teaches the students to be responsible for their learning
  • each task is clear (you read to yourself, you read to someone, you listen to reading…) so the activity becomes a worthy concentrated effort

Stamina

  • slowly build up your classes stamina for independent work, this will prevent frustration
  • add a minute each new day until you reach the time you want

Stay out of the way

  • stay out of the way and let them read
  • we want the student to make their won decisions and monitor themselves
  • DO NOT interrupt them to praise them, they will depend on your reinforcement

My Thoughts:

  • I love that the sisters want you to make the program your own. This is so important
  • Great guidelines about how to make the Daily 5 work and run smoothly
  • How can we trust ‘difficult’ students?

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