Daily 5 Chapter 2

1 .What goals do you have for your classroom as you work to implement the principles and foundations of the Daily 5 discussed in chapter 2? What support do you need to do this?
My first goal is to start with the rules of Read to Self on Day 1.  I was able to do it this past year and it made a world of difference.  That is the way the classroom ran and they immediately learned how to do it!  I quickly learned that I had to alter my Daily 5 because this group could NOT read with a partner.  Rather than chunk the program, I got rid of Partner Reading and used computers (Lexia or SuccessMaker) as a rotation.  This actually worked out great and I need to figure out how to incorporate it back into the rotation this year if I do computers again.
My second goal is to sit back that first week and read along with them.  As the weeks go on, I will have my own group at the teacher's table, but in the beginning I want them to see me reading as well.  I will sit at my back table as if I was with a group, but I feel like modeling will be more effective.  I also plan to model writing more this year.


 2. What stands out as the most significant aspects of this chapter?
Building stamina is the key ingredient. Once they learn how to sit and read alone, sit and read with a partner or how to do word work for the duration of the small group reading session, it is amazing watching the children work independently. In second grade they crave independence and this is tool they need to prove their independence. 


 3. How do the foundational principles of the Daily 5 structure (trust, choice, community, sense of urgency, and stamina), align with your beliefs that support your teaching strategies and the decisions that you make about student learning?
I am a firm believer in the Daily 5.  Children crave (positive) discipline with boundaries.  This is the perfect way to let them be independent, yet intentional about their learning at the same time.

 Look at this adorable stamina chart- Hop on over to Teaching with Style and snag it up for FREE!










Next week we'll hop over to Mrs. Freshwater's Class and Thinking Outloud for chapter three.  Start thinking about your framing questions:

1. What "rings true for you" in this chapter?
2. How are your students progressing with picking appropriate books?
3. What (if anything) could help improve the processes from this chapter in your classroom?

Maddeness

I have found a new blog that I want to share with you!  I am thinking about converting to her Genre Themes to teach reading!  Check it out!
Here is her other blog!

Gearing Up for Daily 5

I was rereading the book and started thinking about the posters in my room - they need to be remade!  I will make anchor charts with the children and leave up for the first few months, but I want to replace them with something cute.  


Do NOT recreate anything yet... while I was searching for something else on TeachersPayTeachers, I quickly learned that most of the Daily 5 stuff was FREE!!!  Music to this teacher's ears - FREE!!!


I learned that TPT sent an email to all sellers today from The 2 Sisters (from the Daily 5)  that they have issued a cease and desist order for selling anything for the Daily 5 or The CAFE. 


That means that all products dealing with the Daily 5 are now FREE!


So, login to TPT, search "Daily 5" and then click FREE on the left hand side to find the posters, forms and material you need!

BOOK STUDY: In Pictures and In Words

Teaching the Qualities of Good Writing Through Illustration Study
by Katie Wood Ray
I am so excited about the latest book study!  I really  learn a lot last year with Debbie Diller's Math Stations Book and I am looking forward to this summer's read as well!!  Here is a break down of the study with questions:



Chapters 1-6 Why illustrative studies?
June 22th by  www.mrswillskindergarten.com 




How might you explain to students that illustrating is composing?
•How might your attitude towards writing affect your students’ willingness to write?
•How might you help students build stamina in their writing.
•What language might you use with your students talk about reading like a writer, bother as a writer of words and pictures?
•Name several books (not previously mentioned in this text) you would gather for your classroom’s units of study on illustration.



Chapter 7-Ideas and Content
June 29th by me at www.mrswillskindergarten.com

• Which books in your collection are good examples of this illustrative technique?
• Do you see any other writing connections not described?
• What other illustrative techniques can you add?
• Do you have student examples?

Chapter 8-Precision and Detail
July 6 by Kathleen at www.growingkinders.blogspotcom



Chapter 9-Wholeness of Text
July 13th by Cheryl at www.primarygraffi.blogspot.com



Chapter 10-Tone
July 20th by Deanna at www.mrsjumpsclass.blogspot.com



Chapter11-Layout and Design
July 27rd by Kim by www.kindergals.blogspot.com

The Daily 5 - Chapter 1

I tried the Daily 5 last year and it worked great!  I felt like I had control over the classroom and the children were constantly engaged!  I had to tailor it to fit my group of children and this is a partial reprint from another post to show you what I ended up with!

I have 5 groups:

Read to Self

Word Work

Listening Center

Computer Center

Teacher Table.

     I divided the students into 5 leveled groups.  Some groups have four, three or two in a group.  They go to TWO centers per day.  It works out that each student is coming to my table every two days.  I made a small section on a bulletin board with the centers labeled and attached to the board.  It is in a pocket chart, but I stapled it directly to the board.  I gave each group a number.  I rotate the numbers each morning.

So it looks like this:

Read to Self            1

Word Work            2

Listening Center       3

Computer Center      4

Teacher Table          5

     On Monday, Group 1 will go to Read to Self for the first 21 minutes and then to Word Work for the second 21 minutes.  On Tuesday they will start at the Listening Center and the move to Computers.  On Wednesday they are at the Teachers table and back to Read to Self.

     On Tuesday morning, I will move the numbers like this:

Read to Self            4

Word Work            5

Listening Center       1

Computer Center      2

Teacher Table          3

     I told the children that I would NOT move the numbers during Small Group Reading, but we would all know to drop down to the next center at the chime.  The first day one of my girls went over to "help" me move the numbers and the rest of the class jumped all over her - NOT to move it during SGR.  I have so many "helpers."

     I have 45 small cubbie boxes in my room.  Twenty are for their backpacks and Basal books and the rest are for storage.  I cleared a row of five and made a box for each group.  I have group one's sight word cards, leveled readers, fluency check sheets... and so on in THEIR cubbie.  Group two does not need all of that, they have their guided reader books and a different set of fluency packets...

     I love sitting at the half moon table and being able to turn around and EVERYTHING I need for that group at my fingertips!  It has really worked so much better than last year!

   I spent the first few weeks teaching "Read to Self", listening center, word work!  When we divide up into groups, the talking is minimal and everyone is actively engaging in reading!!  My principal would be so proud! 

Please join the LINKY PARTY  at Lory's Page for more ideas and inspiration!!

Added Information:

Starting on the first day of school, I introduced Read to Self. At meet the teacher, I had the students place 3-4 books into their book box.  On the first day, I showed them the different places around the room they could sit (pillows, bean bags, fun chairs, under desk...) I went over the rules (making an anchor chart) and let them read for 3 minutes.  We put everything up and then did it again after lunch for 3 minutes.  If anyone talked, we cleaned up early.  I do not remember stopping early on the first day, but we did end early on the second and third day because someone was talking.  This sound harsh, but they learn quickly your rules and what is and isn't acceptable.

Here is the guide I used the first week of school.  

I used this site to get visuals for how it would look in an actual classroom.

Mrs. Bainbridge also has a great resource of information on getting started.

No More "I'm Done"

I have two books I want to read this summer to learn how to teach writing in my second grade classroom.  The first one is No More "I'm Done!" Fostering Independent Writers in the Primary Grades by Jennifer Jacobson and the second one is In Pictures and In Words by Katie Wood Ray.


Here are a couple of sites that have discussed No More I'm Done:
A Book Look at Teacher 2 Teacher
Patton's Patch: Writers Workshop
An interview with Jacobson at Mrs. McCrumbee's Class

Check out my other post about In Pictures and In Words by Katie Wood Ray.