Welcome back to the a Daily 5 book discussion! Today we are looking at chapters three and four.
Chapter three digs deep in describing the ten steps to teaching and learning independence. Since the goal of D5 is independent student learning, Learning to work independently doesn't just gone. It must be systematically taught
The ten steps.
Identify what is to be taught.
Determine which choice you will be introducing.
Identify the choice you will be highlighting that day and write it at the top of the I chart. Again the "I" in I chart stands for independent. After the charts are created as a class, they are hung around the room to "anchor" learning.
The picture on the left is the the back of a book shelf adjacent to my carpet area. I have the elements of the Daily 5 listed. Next to them are the state standards that correspond to each Daily 5 choice. As I create I charts, and again during other mini-lessons in our gathering place, we also talk about the specific standards that correspond to them written out as I can statements. The picture on the right are students who have chosen "Read to Self".
Set a purpose and Create a Sense of Urgency
Record Desired Behaviors on an I chart
Model Most Desired Behaviors
Model Least Desired Behaviors then Most Desired a Behaviors Again
Place Students Around the Room
Practice and Build Stamina
Stay Out of the Way
Use a Quiet Signal to Bring Students Back to the Gathering Place
Conduct a Group Check-In. Ask, "How Did it Go?"
Chapter four talks about what you need to get started with the Daily 5.
The quiet signal.
I use a simple tuning fork in a fun shape with a ribbon on it. My student know that that sound means either stop and cream up or move to the next station. Transitions are the most important to teach early on.
Anchor Charts and my
Thus was my CAFE menu the first year I used it.
This is my CAFE menu this past school year. I had lots of navy chevron in my room last year, so it matched my room. I think I will probably create a new wall with a different theme when I decide on the colors and theme of my classroom next year. Each of the comprehension strategies that are a part of the Daily CAFE is introduced in a mini-lesson, then reinforced in small groups and conferences.
These are my Daily 5 anchor charts (I charts). We create these as a class and then hang them about the room as reminders to my students independence.
We track our reading level throughout the year. Students always know their own reading level so that they may choose a "good fit" book.
This is a group of girls toward the end if the year. They are so excited about the "Diary if a Wimpy Kid" series of books. They are reading independently at the "round table". The round table is kind of a status symbol. They have earn the privilege to sit there. They also bring their word books with during independent reading time to write down interesting words or things that they want to ask me about during conferences.
These two boys are working in sight words (word work) in front of a group of leveled books that I use for small group and fir assessment. I begin the year not letting student independently read from these books located behind my kidney table. This adds to their mystique. By the middle of the year, my kids really want to look at these books without me.
These are someof my leveled books from which students can find a good fit book. There are also two other areas where student can choose leveled books, including a section that are a part of our secondly gouache learner adoption. These are books that are scaffolded with lots of pictures.
Partner reading. I think that this was Read Across America Week. I brought every Dr. Suess book out that I own. The kids love Dr. Suess and so do I!
Small group guided reading.
Another set of boys reading with a partner.
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