Twitter #Daily 5 Chat

This mornings #Daily 5 chat had so many amazing links to resources for focus lessons and ideas for writing and spelling. I'd suggest you take yourself to that #tag and do some trawling. It really is a fabulous resource.
Deb

Chapter 4 - Read to Self

Chapter 4 – Read To Self
“Just adding more time and space for independent reading is not enough. I’m advocating a carefully designed, structured reading program that includes demonstrating, teaching, guiding, monitoring, evaluating, and goal setting along with voluntary reading of books students choose…When an independent reading component is added, test scores go up.”
- Regie Routman
 
Having students read to themselves is the first step in the Daily Five and is the foundation for creating independent readers and writers. When implementing this step, The Sisters advocate the use of the gradual release of responsibility model which involves the repeated describing, modeling and practicing of behaviours we want students to learn.
 
The explicit descriptions of how to implement the Read to Self step are fantastic – like a really detailed lesson plan. This makes implementation super easy! Here’s an overview of the process described in the chapter:
 
Introduction
The first concept taught is that there are three ways to read a book:
 Read and talk about the pictures
 Read the words
 Retell a previously read book
 
Read To Self Day 1
 Brainstorm and  record why it is important to read to ourselves
 Brainstorm and record appropriate Read To Self behaviours
 Select student to model appropriate Read To Self behaviours
 Select a student to model an inappropriate way to Read To Self then have the same student change their behaviour to the appropriate way to Read To Self. For this task, The Sisters recommend selecting a student who you expect to engage in off-task behaviour.
 Practice Read to Self. Three minutes maximum – but cut it short if students are unable to focus on his or her book or stay in the one spot.
 Checking Back In. Review the chart with the appropriate Read To Self behaviours then have students reflect on their practice session. With their hand near their heart, give a thumbs up if they thought they were successful or put their thumbs sideways if they thought they could improve in an area.
 Repeat practice session then check back in once more.
 Review the lesson to summarise the key points.
 
Read To Self Day 2 And Beyond
The lessons that follow are very similar to the first with the biggest change being an additional minute of practice time. By modeling and remodeling the desired behaviours, these behaviours become common knowledge and habits for all students.
 

As you can see, it’s very easy to implement the Read to Self step in our classrooms! I look forward to hearing how it is going in your classroom. I was perusing the awesome The Daily Café  website and the following video answers two questions which I considered while reading this chapter:
Sisters on the Spot: Two Important Questions
1) How do I get my first graders, who aren't really reading yet, to do all I'm asking of them during Daily 5 without relying on centres?
2) If I'm devoting so much time to literacy, how do I manage to fit content into our schedule?
 
Oh and we all know how much I enjoy decorating my classroom! Check out the following video for a great idea on storage and display of student’s book choices:
Design – Personalising Book Boxes
 
Finally, The Sister’s recommend the goal for primary students (I assume this would be Grades 3 to 6?) to be able to Read to Self for 30-45 minutes. Do you think this is realistic? What would be an appropriate goal for other Grades?
 
Looking forward to reading your responses!
 
Jenn

Chapter 3 - The Adventure continues.....

What’s the difference? Key Materials, Concepts, and Routines for Launching the Daily Five

“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

The practicality of the Daily Five makes this book a valuable resource. It is clear in its intention to create independent workers who are motivated by their own learning. The authors set a strong foundation for this student independence by introducing their students to following key materials, routines and concepts that are crucial to the success of the program:

• establishing a gathering place for brain and body books
• developing the concept of good fit books through a series of lessons
• creating anchor charts for referencing behaviours
• Short, repeated intervals of independent practice
• Calm signals and check in procedures
• Using the correct model/ incorrect model approach for demonstrating behaviours.

Establishing a Gathering Place
This a place that is a large open space large enough for the whole class to come together and sit on the floor, regardless of age. This allows distractions to be limits and to check in on behaviours more effectively. Students gather together after each work session, signalling a shift in activity and thinking. This is called a brain and body break.

Good-fit Books
I love the concept of students being able to have the skills to choose books for their own level. The authors cite the research that they base the premise of good fit books upon. It is essential to spend focused time teaching students the skills needed to choose good fit books that they enjoy. The sisters understood after time, that a child’s purpose for reading, interest in a topic and ability to comprehend played as large a role in finding a good fit book as readability did. They came up with the lesson plan for “I PICK” good fit books lesson.

I PICK is an acronym for the following:

1. I choose a book
2. Purpose - Why do I want to read it?
3. Interest - Does it interest me?
4. Comprehend - Am I understanding what I am reading?
5. Know- I know most of the words

The lesson Plan that the authors use is an analogy of how shoes fit our feet, which they discuss with their students in detail. They describe how shoes need to fit the wearer well in order to fit their purpose. They then ask students how they know a book is a good fit. This becomes an ongoing conversation with students through the year as they continue to understand what is a good fit book.
After the lesson is completed, the students spend time choosing a book using the I PICK strategy. If students are struggling to find a book for themselves, the authors repeat the same process each and every time.
For children to read independently and practice reading, they need a variety of books at their direct disposal. Each child has their own book box with three to eight good fit books.

Setting Up Book boxes
The authors set up each students box initially but after the good fit lessons, the students then make their own selection. Books are acquired from a variety of sources, such as libraries, donations from families and op - shops.

Anchor Charts
The authors came up with this idea when visiting New Zealand, where they really liked the idea of permanently displayed charts. They call these anchor charts, which are used when a new component of the Daily Five is introduced and a referred back to all year long.

Short Intervals of Repeated Practice
This section is based on Michael Grinder’s work on memory. They have ten steps to improve muscle memory. It involves activating a kinaesthetic system to develop memory. In the launching phase, students practice the correct behaviours for no longer than three minutes. If a student goes off task during the practise time, then that signals the time to stop, gathering them back together to review how it went. Time is increased as students are more successful.

Signals and Check in
Students are encouraged to respond to a signal quickly, but also in a calm and respectful manner such as chimes. This is done after a careful explanation of the purpose for doing so. Students discuss what it would look like in the classroom when the teacher wants everyones attention. Students then practise their suggestions. The signal used throughout the year to bring students back together for check in is to use a thumbs up in front of their heart, to signal if if they knew in their hearts that they were independent and successful with that new behaviour.

Correct Model/Incorrect Model
Modelling is an Important part of the Daily Five model, showing what the skill looks like when it is properly done. Students are also given the opportunity to model the incorrect way, especially for those students with challenging behaviours. Then the student is given positive attention when they model the correct behaviour.
Comments:
I have been struck by the way that the sisters have taken time to establish structure and routine that underpins their learning. Reading is at the very core of their established routine. The children are involved in each step. They are encouraged to reflect on their own behaviour. I can see how vital these steps are in ensuring that students know the correct models to use and they are not given too much opportunity to fail. 

Can’t wait for the next instalment!

Kate

What do you think about having students pick their own books for reading?