Daily 5 Chapter 5

This chapter discusses two components of the D5 -- Read to Someone and Listen to Reading. I have always done both of these in my centers, but they were not done every day. Let's first dive into 

Read to Someone

The sisters and I both agree, that Read to Someone becomes a favorite of this time of the literacy block. Students love to be able to choose a friend to read with. The students are to sit EEKK (elbow to elbow, knee to knee) style as they read together. The partnership have three different choices on how they want to read:

I Read, You Read:  Each student takes turns reading a paragraph or a page (two different books.) They check each other for understanding.

Choral Read:  Students read the same part of the book together at the same time. This is a good strategy for struggling readers, if they are partnered with a student who is a little better reader. 

 Read One Book:  One book is shared between the two students with each student holding a corner of the book. They each take turns reading from the book. 

What I love about the I Read, You Read strategy is that the students are checking each other for understanding..."I just heard you read" (who, what, etc.)

Also in the book, the sisters discuss the importance of demonstrating "How to Choose a Partner." I've never done that in the past, and at times I've had management issues during "Buddy Reading" (what I've always called in the past.) Modeling and demonstrating how to choose a partner, would definitely help in alleviating those management problems.

Listen to Reading

This has always been another favorite time among my students. Students love to put earphones on and use technology. I've just recently moved into a new classroom where I only have 2 earphones. I also noticed in the book, the students listen individually on an individual CD player. I don't have any of those, and I only have 1 computer in my class. Any ideas of what I can use, that won't break the bank? Your input would be greatly appreciated! I do have an IPOD, but I'm not willing to let my students use it, as I've already had one break while students were using it. 

Also, I was wondering if you have students check their understanding of what they listened to during this time. I didn't see anything in the book, but maybe I missed it. 

The following blogs are hosting this chapter if you'd like more information on Chapter 5.

Barrow's Hodgepodge

Castle's and Crayons

Dilly Dabbles

Daily 5 Chapter 4

This chapter really hit home for me, as students reading independently is probably the most important element of the D5. I gleaned from what Regie Routman said in the book, that there is so much more to independent reading than just solely adding the time and space for it. We teachers need to help our independent readers by demonstrating, teaching, guiding, monitoring, evaluating, and goal setting. Unfortunately, some teachers out there (I know none of you are in this group!) see independent reading time as an opportunity to do other work like check email, grade papers, or heaven forbid check pinterest or TPT!

Three Ways to Read a Book

I love that we teach three ways to read a book.

1.  Read and talk about the pictures

2.  Read the words

3.  Retell a previously read book

 I've had several parents over the years demand that their student is not reading well because they are looking at the pictures as they attempt the words. With D5 we teach that reading the book and talking about the pictures is a wonderful reading strategy. In my Art Studio class that I recently taught, one of the artists that we spotlighted was David Wiesner who is also and author and illustrator for many award-winning children's books. He has some wonderful wordless books. In Art Studio, we had the students create their own wordless picture book as well and then share it with the class. This was a favorite activity among many students. I thought it would be a good way to introduce the 3 ways to read, by introducing Wiesner's books and let the students really see how just the pictures can tell a story. (I also thought this would be a great introduction to writing as well.) 

Having the students retell a story is a great way to see how much the students comprehended as well.

Creating Anchor Charts

"The sisters" suggest creating anchor charts again and referencing them daily as you launch D5. What I like about their anchor chart suggestions is that they describe what the students are doing at this time and what the teacher is doing as well. Therefore, the students will know that the teacher is also very busy during this time working with small groups of or individual students, and hopefully they will not be coming up to you at this time asking silly questions, etc.

Practicing Read to Self

I love the idea of practicing "Reading to Self." I think so many times, we as teachers expect our students to perform with 100% after we have only given a quick explanation of what we expect. At least, I know I've been guilty of this. Practicing independent reading gives the students the opportunity to know what our exact expectations are. When they don't meet them, we stop and try again later. Adding minutes each time we practice is another great idea because we are slowly building our students stamina up. I can see where this practicing is going to be crucial in first grade! I'm so anxious to see how this works in my class this fall because as I think about my independent reading time in the past, it really has not been as productive as I would've liked.

After practicing independent reading, we need to gather our students together and reflect how things went. Modeling both examples and non-examples are a key ingredient to this reflection.

Hop on over to the following blogs to see what they have to say about Chapter 4 as well.

Daily 5 Chapter 3

When we follow routines day after day, our students, can use their energy to grow as readers and learners rather than to figure out what we expect them to do. And we in turn, can focus our energy on teaching, not managing, our independent learners.

~Kathy Collins

I loved this chapter in the book The Daily 5. This chapter focused on the routines and concepts that are taught for The Daily 5 to be successful.

Establish a Gathering Place

I'm sure as teachers, most of us already have a gathering place inside our classroom. This is the place where we can be a bit more intimate in our teaching with our students, because the students are usually gathered in a smaller area, rather than spread out in the room in their desks. I thought it was interesting that "the sisters" think that regardless of age, we should always have a gathering place. Having the gathering place gives the students the opportunity to turn and talk with each other much easier as well.

Good-Fit Books

I've never tried to use good-fit books with my students, so this will be a first for me. In the past with my centers, I have become very frustrated at how many of my students spend most of their time at the classroom library "shopping" for books and also visiting at the classroom library as well. Teaching students how to pick good-fit books will hopefully end this occurrence. I'm sure most of you have seen the "IPICK" posters that are floating all around Pinterest and the blog world. Teaching the students to pick their books with IPICK in mind and referring to it often is definitely something I am going to try.

Setting Up Book Boxes

This is the part of this chapter that I'm not sure about. Don't get me wrong, I love the idea that students have easy access to their good-fit books, but what I get concerned about is the storage of all those book boxes. My room is so limited in any area for me to put 20+ boxes for the students to have easy access to. Do you mind if I ask, where do you put your boxes at and what boxes do you use?


Anchor Charts

I am in the habit of making anchor charts, but after reading this chapter, I reflected on how well do I use the anchor charts after I make them, and unfortunately, I have not been very good about referring to the anchor charts over and over, as The Daily 5 refers to doing. It makes a lot more sense to continually refer to the charts, once they are up in the classroom. I liked how "the sisters" discussed pointing to the anchor chart while it is being referred to as well.


Short Intervals of Repeated Practice

I've talked about this part of the D5 in my last two book study posts. Having the students practice each part of the routines and slowly building their stamina for each routine, I think is the key to the success of this program. In the past, I would quickly go over my expectations, model, and have the students model as well. We'd practice this for a week or two and then I'd expect perfection. Practicing repeatedly in short intervals, makes a lot more sense to me because the students are developing their memory muscles. The students will really understand, what it is supposed to "look like and sound like" during our D5 time.


Signals and Check-In

I have always used signals in my classroom. I like to use Attention Getters like I say "Goodness Gracious" and the students respond, "Great Balls of Fire!" During my guided reading, I have always used a bell to make our transitions from group to group. What I haven't been in the habit of is checking in with the students after I ring the bell, etc. We usually just knew what that meant and we moved on to the next activity, center, or whatever. I love the idea that we use this check-in time for the students to reflect on their work and their behavior. 


Correct/Incorrect Model

I've always modeled both correctly and incorrectly what I expect my students to do when I have introduced new procedures to them. What I didn't realize was how important it is to let a more challenging student to do the incorrect modeling, have a discussion about it, then let that same student model it correctly. Since most of the time it is our most challenging students who have a harder time doing what they are supposed to be doing, having this student model both ways could be a very powerful learning opportunity. 

Hop on over to Thinking Out Loud and Mrs. Freshwater's Class as they are both hosting this chapter this week.

The Daily Five, Chapter 2

Can I just say that the more I learn about D5 the more excited I am to try it in August? I am always looking for change, and ways that I can improve my teaching and helping students the best way possible. I am so up for changing my guided reading/centers time to the way it is described in D5. I've known for a while now that my way of doing things was not the best possible way, but not knowing how else to do it, I felt a little trapped. I'm so grateful for this book study and all of you sharing your thoughts and ideas.

What "rings true for you" in this chapter?

I've always given my students the opportunity to choose the centers they wanted to do each day. I did, however, have certain centers that had to be done for the week. So giving the students choice to choose what centers they will be doing each day, rings very true with me. I do have a question, though ... when I pull my reading groups back to read, doesn't that kind of mess up their choices? If anyone has an idea for this, please help me to understand this better. 

The idea of trusting my students and building a community also rings true for me. I spend a lot of time the first few weeks of school doing a lot of team building with my students. Not only do I want to trust my students, but I also want them to trust each other and create a community like a family in our classroom. We also start our day with either a silly song, poem, or story. It is also at the beginning of the day that my students may share any good news they may have. This sets a wonderful tone in the classroom as well. Students need to feel they are trusted and loved in the classroom for any real learning to take place. When our students feel this way in our classrooms, they are more likely to take some risks as well for instance a struggling reader will try harder to work on his/her stamina in a classroom environment such as described above.

How are your students progressing with picking appropriate books?

I am so excited to try the IPICK ideas for my students to choose their own books. This is one area I've struggled with. I felt that my silent reading time was used more as a conference time at the classroom library because instead of reading, they were looking for a book and chit-chatting with their friends who were also looking for a book. Focusing on what a good fit book is, will be new for me. It makes sense to me. So many times I've had a below level reader pick up a book like Harry Potter and just turn the pages. 

What (if anything) could help improve the processes from this chapter in your classroom?

Like I stated in my post from Chapter 1, teaching the procedures of D5 and reading and writing stamina for the first couple months of school instead of a couple weeks really is the key to making D5 work in your classroom.

Follow along with the rest of us in your study of Daily 5. Link up with Nicole @ Teaching With Style.

Daily 5 Book Study Chapter 1

I'm linking up with Mel D. at Suesstastic Classroom Inspirations and Nicole at Teaching With Style for the Daily 5 Book study for grades 1-3. I had never heard of D5 until I began blogging (last December.) I noticed that everyone (well almost) was talking and blogging about it. So, I started to do some research. What made sense to me is all five activities that students do during D5 are all actually literacy based. I was basically doing that already with my own 16+ (the + is early bird finishers' centers) every single week. Then after all my 24 students did 16+ centers each week, I had to grade them all, right? Yes, right! I'm a teacher!! I can't give an independent assignment without grading it and holding students accountable, can I? Needless to say, I spent a ton of time doing this.

So when I heard there was a book study on this book, I ordered the book and got on board. Here are a few questions from Chapter 1...

1. On pages 4-6, the authors present two different pictures of their classrooms. In thinking about and reflecting on your own practice, how would you characterize your literacy block? Does it look more like the first or second scenario, or is it somewhere in between? How will you change it?

The sisters totally had me pegged! We begin our centers and the students know they aren't supposed to bother me while I'm working with a group at Guided Reading (GR), and sure enough 9 times out of 10 there is a little darlin' standing there asking me for something during that time. Also, during centers is my most challenging time of the day as far as keeping students on task. They are everywhere, and I find myself not concentrating on the book we're reading in GR, and instead focusing on the poor behavior I'm observing. The difference with D5 and what I've done, is the consistent weeks of training in the procedures of D5. Also, having the students practice stamina daily was so eye-opening for me. In the past, I would only practice our centers' procedures for about 2 weeks, maybe less, if I thought they had it down. Now that I'm going to first grade in 2012-2013, I know that will definitely NOT be sufficient time for the little darlin's. I'm totally going to follow the sisters' outlined schedule and see if it changes things during my literacy block.

2. The typical teacher is very busy having students do lots of different activities. How is what you are having students do now in your classroom creating quality readers and writers? 

Now I must admit, most of my centers each week were all literacy based, but I know now, after reading the book, that the centers I had available for my students were not creating quality readers and writers. The way I have been doing my centers created much choice and independence for the students, but were they really doing quality work? So many times, I felt I had to return centers for not being done appropriately or without any quality. It's so frustrating too, to spend that much time on the centers both creating, doing, and grading them, that the students wouldn't do their very best on them. They always seem to be in such a rush to be the first one done -- that just drives me crazy!! With D5, the students will get the reading, listening, writing, and word work done that needs to be done with a quality outcome every day. I'm so excited about that, I can hardly wait to begin!!

3. What sets the Daily 5 structure apart from what you are doing in your classroom?

Like I stated in my answer to question #1, having the students practice all the procedures for a longer length of time, and building stamina sets D5 apart from what I've been doing. Also, I love the idea of the charts of what the students are doing and what the teacher is doing and referring back to them daily during the procedures' practicing. I definitely haven't done that in the past, and I already have my chart paper ready to go!

If you've ever had any classroom management issues during your GR/Centers time, I can totally recommend this book for you to read.

Also, this study is part of a blog hop. Click on anyone's blog below and see what they have to say about Chapter 1.