This blog is for Thomas Jefferson Elementary teachers only. The purpose of this blog is to share reflections, post questions, share ideas, and improve teaching and learning for all involved. This blog will give us a way to share our learnings from our two professional reading books and improve our technology skills at the same time!
I first heard about the Daily 5 at the UNI Early Literacy/Reading Recovery Conference last year. I was interested in learning more about it, so I attended a few sessions. I read the book shortly afterwards.
ReplyDeleteThe Daily 5 is a student-driven management structure designed to fully engage students in reading and writing. I was interested in Allington's suggestion that children should spend a minimum of one and a half hours a day reading in school. Instructional time is in addition to these ninety minutes. I personally believe that children learn to be readers by reading and being read to. Therefore, I appreciate the Daily Five as an authentic tool in literacy instruction.
The Daily Five builds on the philosophy of student choice, purpose, and motivation. One of the presenters I listened to at the UNI Literacy Conference discussed how children can only take in direct instruction for as many minutes as they are old (I really wish I had the exact research/data to share here!). The Daily Five seems to focus on having students engaged in each of the tasks.
I think you make an interesting point, Lisa. My analogy to this is related to sports. Great athletes learn how to improve their speed, skill, accuracy, etc. by DOING the physical activity, not by listening to a coach tell them how to do it for more time than they are actually allowed to do it themselve.
ReplyDeleteI read the book over the summer. . .chapter one was a good introduction. . . chapter 2 is good in theory, but I'm not exactly to the point of giving lots of choices yet. . .starting it in my class.
ReplyDeleteI was very intrigued by the introduction. The chart on page 7 was very enlightening to see how the program can change over time.
ReplyDeleteI thought the section on stamina in chapter 2 was interesting. It seems like it takes more time than I imagined for students to build stamina on things like reading with a partner.
OK, so I was rereading Chapter 1 and wanted to leave these nuggets that made me wonder:
ReplyDelete1. Do you feel like you are taking part in a daily frantic dance during your literacy time?
2.Could you imagine spending 20 days building community, defining/practicing behaviors, building stamina, and assessing needs?
3. Children should spend 90 minutes a day reading in school. This is in addition to instructional time. Wow!
Happy reading on this dreary day....
Chapter one gave a good overview. Chapter two gave the reasons why daily five would be good for the students.
ReplyDeleteI like that the authors give additional resources for the parts of the daily five. I have my students doing Reading to with a Buddy and Reading to Self. They are getting the process.
ReplyDeleteAfter reading the first chapter of the Daily Five, I felt that the concept was great and that I may be able to adapt with shorter times during my afternoon centers with the help of my volunteers for the read to and the listen to children parts.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteI'd like to piggyback Lisa W's comment about The Daily 5 being an authentic tool. The Daily 5 and Cafe remind me of Strategies that Work, which also focuses on authentic and motivating literacy work.
ReplyDeleteMy class is working on building their stamina for Read to Self. On Wednesday I found myself wishing I could have videotaped them practicing Read to Someone (with EEKK). I was enthralled to see them fully engaged and to hear their conversations about their reading material.
It's interesting being in transition; moving away from the usual worksheets to trying to have faith and trust this new management system.
I found both chapters interesting and found small ideas to incorporate into library time. It would also be helpful if teachers want me to focus on a particular skill each week and I will try to tie it in somehow.
ReplyDeleteAs I read both of the chapters, I kept trying to find a way to adapt the strategies to preschool. The read to self strategy is a strategy that preschool students use when they are looking at the illustrations in the book to help them find out what the words on the page mean. Preschool students learn the best through play which is totally student driven which I think relates back to the Daily 5.
ReplyDeleteI am trying to incorporate parts of the Daily 5. I'm finding it hard for my 1st graders to stay on task.
ReplyDeleteI was delighted to see that the Daily 5 was tried at the kindergarten level however I agree with Joanna thet anytime you give young children a choice with purpose you will see independent learners
ReplyDeleteIt is crazy as I read Chapter 1 I thought...how did they know what my literacy block looks like?? :) I do find myself trying to manage more than anything else. After reading Chapter 2, I think the Daily 5 can be and will be a great tool to use once I fully intergrate it and "trust" in the practices. I agree with Nikki...the transition is interesting.
ReplyDeleteChapter 3- I love the steps that kids are suppose to use when picking out a "good fit book." However, we tried this at the beginning of the year and it really didn't go very well. My students just weren't good enough readers at the time and I don't have enough level 1-4 books on my book shelves (that aren't guided reading books.) The only thing my students were doing was reading the pictures. . .which was OK, but I did want some actual reading to go on also. Now we are keeping 5 guided reading books in a bag (after they have gone home) and students can use these books to read to someone/self. In this way I know that the books are at their level. Later in the year I will try to have the students pick their own books from my shelves.
ReplyDeleteChapter 4- Read to Self- I love the three ways to read a book. It gives the student choices.
Chapter 3 of the Daily 5 covered picking "Good Fit Books", using the acronym IPICK. I love this concept, because it helps students have a pupose and a sense of ownership in the book selection process. I agree with Renee that this may be a challenge for many children. I think it's a concept that takes time. "The Sisters" talked about having frequent conversations with their students about picking "Good Fit Books".
ReplyDeleteThis year, I purchased two books "Goldisocks and the 3 Libearians" and "We're Going on a Book Hunt". I did a read a lot of both stories with all Title I students in August to introduce the concept of picking "Good Fit Books". This went really well.
In chapter 4, "The Sisters" talked about the "Read to Self" step of the Daily 5. Like Renee, I also appreciated the explanation that there are 3 ways of reading a book (the words/the pictures/retelling). I like how this gives the message that even the earliest readers are just that...readers.
I also like the idea of creating a class "I Chart" and modeling what read to self does and does not look like. This really gives students a role in the process and will make the experience more meaningful.
I liked the lessons that helped the students understand what a good fit book is and that it is different for everyone. I agree with Renee that it is difficult for the students to pick out that good fit book, even the older kids do not do a very good job. Maybe since we are updating our library we could organize the books differently to help the students pick out the correct levels. I know some school libraries organize books according levels. (Chap. 4) I made the "I charts" with my students and I think it is a quick reference for them and me when I need to remind someone what he or she should be doing. I think making the I charts together gave the students some ownership in setting up the Daily Five.
ReplyDelete