Chapter 6

Chapter Six
Work on writing and word work
 
In helping students tune ears-and mouths and eyes, even their fingertips, their nerve endings-to the glorious range of ways they can string words together, we need to encourage them to fool around, to experiment, to break rules even before they know all the rules. Whoever knows all the rules, anyway?
​​​​​​​​Judith Rowe Michaels
 
Working on writing provides students with time to spend on writing that really matters to them:
- Persuasive writing, convincing to read a favourite book.
- Friendly letters to a classmate or pen pail.
- Recount of a lost tooth or the loss of a beloved pet.
- Reports on topics of current interest.
- Poetry
- Narrative about a sport game.
 
Focus lessons for work on writing
 
- Model what to do when writing words they can’t spell (underline and go on).
- Brainstorm what materials to use during writing. For example, notebook, pen, pencil, drawing
- What to write about> make a list of topics, make a list of forms.
 
Word Work
Creating and maintaining a time during each literacy block to focus on words is critical to developing readers, writers and communicators. Word study takes up a portion of the literacy block, allowing time for the following:
- Experimenting with words for learning and practicing spelling patterns.
- Memorising high frequency words.
- Generalising spelling patterns.
- Adding to our knowledge and curiosity of unique and interesting words.
 
Materials to practice spelling
 
- Whiteboards
- Magnetic letters
- Wiki sticks
- Clay
- Letter stamps
- Coloured markers
 
Day 1- Focus lessons for word work
- Introduce optional materials and their location to students.
- Brainstorm
- Model finding the materials, materials placement in the room and setup materials.
- Brainstorm chart of how to clean up.
- Model material placement in the room.
 
Day 2
- Model and practice materials set up and placement.
- Brainstorm how to use materials.
- Model and practice student behaviours of how to use materials.
- Continue building stamina of working with materials adding one to two minutes each day.
 
Other Focus lessons
- Word sorts
- Adding words to their collection.
- Add words to their word study notebooks.
- Practicing basic words most often misspelled.
- List words that belong to a pattern and add to notebook.
- Set up notebook.
 
Some questions to think about:

This year I found that with Kindy we do a lot of word work with them in our literacy centres, however I have found that at the beginning of the year the students do not know any words except for their names to make with magnetic letters and lego boards and because of this they just sit there un-engaged.

How could word work be done with Kindy in term one and two when they have little knowledge of words?

How do we go about placing materials for writing and word work when we have limited amounts of shelving in the classrooms?
 
Fay

Chapter 5

Chapter 5 – Read to someone and listen to reading
“We need a definite purpose, a specific reason for listening, otherwise we don’t pay attention and don’t really hear or understand.”  - Robert Montgomery.
Read to someone
Reading with someone helps students read independently and grow as readers; it helps them become more self-sufficient and less reliant on teachers for assistance. It has also been noted to increase (p60):
-  
- The volume of reading
- The level of attention to reading
- Reading motivation
- Fluency
- Reading rate
- Word attack skills
- The love of reading
 
 
Introducing read to someone
Focus Lesson Day 1:
EEKK
Introduce the concept of EEKK to the students, explaining that when we read we need to sit ‘elbow to elbow, knee to knee’ and model this with a student.  The sisters use a story about a spider as a fun way to introduce this on p63.
Voice
“The loudest voice in the room is the one that regulates the noise level.” P64. A very soft voice is purposefully modeled when showing children how to read to someone. This is example is also modeled by the teacher throughout the term – the teacher should not be the loudest voice in the room!
Check for understanding
One student in the pair holds a check mark (tick) as a visual cue to remind them to check for understanding after their partner has read. Model with a student: have them read a page/paragraph to you, then summarise what they read (who, what, where) i.e. check for understanding, then switch roles. First model correct understanding, then model language to be used if their summary/understanding was incorrect (see p65 for detailed example), then model student re reading the page and their partner re checking their understanding.
I-chart, modeling, practice, and check-in
After modeling create an I-chart: Read to someone. Ask students if a visitor walked into our classroom while we were doing read to a partner, what would they see?
1 -3 sets of partners are then asked to come to the front and model the correct behaviours of read to someone, firstly the undesirable behaviours than desirable behaviours. The teacher then gives students a partner and a place in the room and they practice for 3-4 minutes. After practicing, students refer back to the I-chart and reflect on each aspect and set goals for next practice.
Focus Lesson Day 2:
I Read, You read
Begin by reviewing Day 1. Refer to new anchor chart title ‘Ways to Read to Someone’, review strategy from lesson 1 ‘Check for understanding’ and add to chart. Introduce ‘I read, You read’ - one person reads a page or paragraph than the other person reads the same page/paragraph, and add to the I chart. Model how to sit, select who reads first (most fluent person), then have students discuss how this improves their reading. Finally add ‘Read two different books’ to the I chart and review all three strategies.
Students then practice, repeat modeling, and check in to build stamina as per lesson 1.
Focus Lesson Day 3:
How to choose books
Review lesson 1 and 2. Discuss strategies for how to choose a book such as ‘Make a deal’, ‘Two different books’, or Scissors, Paper, Rock.
Focus Lesson Day 4:
Choosing your own classroom spot
Review the I chart for ‘read to someone’. Teacher still selects partners, then students move off in pairs and independently select their spot within the classroom and the way in which they will read to a partner. Add another 1-2 minutes to previous days time.
Focus Lesson Day 5:
How to choose a partner
Review I-chart. Discuss strategies for selecting a partner without yelling across the room, discuss who makes a good partner and reinforce that it’s not always your closest friend.
Focus Lesson Day 6:
Coaching or time
This is one of my favourite aspects of the ‘read to someone’ instruction process! Students discuss the role of a coach on sports team and relate this to being a reading coach for their partner. Create a new chart with the title “Reading Coach”; discuss with students what happens when they get stuck on a word when reading with a partner, and what the partner should do. Students are then taught to count silently to 3 before asking their partner if they need ‘time or coaching’. If their partner asks for time they must wait patiently while they try to work out the word, if the partner asks for coaching they refer to the coaching sheet (p74) and recommend the best strategy for that word.
 
Listen to Reading
Children come with varying backgrounds and experiences of being read to; listening to reading in class helps bolster these home experiences and improve students reading abilities.
Day 1
- Brainstorm chart of expected behavious
- Model and practice material set of CD, audio book, ipod
- Model and practice listening and following along with the words or pictures
Day 2
- Review I chart
- Model and practice putting materials away neatly
Day 3
- Review I  chart
- Model and practice listening to a short story, finishing it, and starting a new story
- Model and practice what to do if work time is up before the story is finished
Day 4
- Review I chart
- Discuss the number of listening devices available
- Decide on a way that allows all to participate (who is first, second, third etc).
 
The students in my class love listening to audio versions of books and it is great to see them truly excited to follow along with a story. I have also found that they built up stamina with the reading to partner quite well, although I hadn’t introduced the ‘time, coaching’ concept as yet which I love! I will definitely be introducing that this term!
I am loving incorporating the daily 5 into my literacy block and have had positive feedback from parents and students, so hope to do so even further this term. The one minor dilemma I’m having at the moment is where do you display all these I-charts? Do you ‘publish’ them, or put them up as is (I know in the excitement of recording all the students responses I can lose sometimes focus on neatness!)?
Amy

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?

Releasing Responsibility

Lots of discussions about trusting kids at school this week prompted by the Daily 5 reading we are doing. It's not something that comes naturally to most of us because as Teachers we have learnt to consider ourselves as the leaders and therefore the directors of how the learning takes place. In my quest to find some further info on this I came across a blog article on Realeasing Responsibilty in Children. I thought it was a good read which raised some more thoughts on how we can do this in our classrooms. It also got me thinking about the language we use with our students and how it could be modified to empower rather than instruct!
You can find the article here:
http://www.choiceliteracy.com/public/397.cfm

Amazing Website

The Sisters have a great website. There are lots of fact sheets, downloads and videos to watch about The Daily 5. There is also a great section on classroom design and my next book to read CAFE! Check it out at:
http://www.TheDailyCafe.com/public/main.cfm

Chapter 2 Foundations of the Daily 5

It is not enough to be busy, so are the ants. The question is, what are we busy about? Henry David Thoreau


I love the quotes at the beginning of each chapter because they set us up for what's to come as well as raising a thought bubble in our minds about how and why we do what we do. I love being challenged in my thought process and I believe it helps me to grow in my understanding, when I have to actually defend or provide an explanation of what and how I teach, even if it is to myself more often than not!

In this chapter The Sisters look at the process they use to move from management to principled habits. The core foundations of the Daily 5 are:

• trusting students
• providing choice
• nurturing community
• creating a sense of urgency
• building stamina
• staying out of students way once routines are established

I will leave it to you to read the chapter in more detail. Below I have just pulled out some of the points I found most interesting.

Trust

Trust is what makes the Daily 5 work. The Sisters say that when trust is combined with explicit instruction, students acquire the necessary skills to become independent learners. They will continue to learn even when they are not being managed by the teacher.

Choice

Children love structure and routine and the Daily 5 manages this whilst still allowing for choice. Children have choice over the order in which they will participate in the Daily 5 activities as each activity occurs simultaneously. The order they choose varies from day to day, depending on their goals, mood and motivation. Students plan their days with a few questions in mind:

1. What are my goals in reading/writing?
2. What will I do first?
3. Whom will I work with?
4. What will I accomplish?
5. What was I working on yesterday that I want to continue today?

Purpose + choice = motivation. This sums up what our students need to learn in our classrooms.

Community

The Daily 5 requires an effort in creating and maintaining a healthy classroom culture.

Sense of Urgency

The Sisters believe as I have for some time now that when people, including children, understand the reason for a task it provides motivation and encourages perseverance. When beginning with the Daily 5 The Sisters always start with explaining 'why' each activity is important.

Stamina

Building stamina works with even very young students. Stamina in reading to yourself activities is what allows teachers to work with individuals or with small groups in a sustained and focused way without being interrupted. It requires explicit teaching and instruction to build students' stamina.

Stay out of the way

When children understand what is expected of them, they've practiced strategies and built stamina, The Sisters say it's time to stay out of the way! The aim is for students to read, make decisions on their own and monitor their own progress. This can't happen unless we get out of the way and give them a chance to do this in a safe and supportive environment such as our classrooms.

Some of these foundations will make us look at ourselves....giving up control is a tricky thing for most of us teachers, however, the rewards are huge if we give it a go!

Which of these foundation principals do you think you would find the most challenging?

Do you have an example of how children knowing the purpose of an activity has increased student engagement?

Can't wait to see what others have to say on this Chapter. Looking forward to Kate presenting Chapter 3!

Debbie

Chapter 1 - Fostering Literacy Independence in the Elementary Grades

The typical teacher has children doing a lot of "stuff". How is what I'm having children do creating readers and writers? Regie Routman

This provocative statement sets the tone for the first chapter of the book. It immediately made me think about the kinds of activities that I had children doing when I ran my Literacy groups. Whilst I always tried to cover a range of Literacy tasks during these sessions, if I'm really honest my main focus was on the Guided Reading group and the other activities facilitated a time for me to spend with this small group. I always hoped that it was uninterrupted and it mostly was, however, there were always a number of students who were completely disengaged in the tasks but had learnt to leave the Guided group and me alone! It is questionable really if my structures were meeting ALL of my students learning needs. To go with this I generally had a HUGE pile of stuff to mark at the end of each session and that was seriously frustrating!

In The Daily 5 "The Sisters" discuss openly and honestly in this chapter about how their focus changed from when they first began teaching to today.  They developed the structure out of frustration with their inability to engage students in independent, meaningful reading practice. They say that the difference between then and now is that they have integrated the common core routines into a framework that they have called the Daily 5. In developing this they realised that it was critical to demonstrate and focus their teaching on what the child and teacher are to do in each component. They have incorporated explicit teaching and practicing of behaviours.

Chapter 1 has some great tables exploring the differences in "The Sisters" teaching and behaviour management from then to know. They go on to discuss how the Daily 5 evolved for them.

"Looking back at our teaching experiences, we have noticed a definite progression in the way we have managed our Literacy block. We began with a teacher driven model that relied on busywork and artificial reading and writing activities (worksheets and so on). We slowly progressed through centres to where we are now, with the Daily Five. The Daily Five is a student driven management structure designed to fully engage students in reading and writing. pg 12

The Daily 5 consists of:

Read to Self
Read to Someone
Work on Writing
Listen to Reading
Spelling/Word Work

I look forward to presenting Chapter 2 soon which will shortly be followed by Kate presenting Chapter 3!

• Do you believe each of your students are engaged during your Literacy Group Time?

• Are you burdened with coming up with new ideas for activities whilst you do Guided Reading?

• Do you often get interrupted when you are working with a small group to manage other students work habits/behaviour?

Looking forward to hearing your thoughts!

Deb

Let's Get Started

The Daily 5 by Gail Boushey and Joan Moser "The Sisters"

We are going to spend time as a staff reading this exciting book that we discovered coutesy of twitter! We are welcome to ideas from all around the world on how to implement this approach to Literacy structures within our classrooms.