fostering independence with the daily five
DESCRIPTION
This presentation explores "THE DAILY FIVE" in action.TRANSCRIPT
Presented by
Angela Maiers
Teaching With Purpose
How is what I am having children do today creating powerful
readers, writers, and thinkers for tomorrow?
Modeled Instruction: Direct, Explicit Instruction
Shared Instruction: “Shared” Comprehension
Guided Practice: Practice with my support
Independence!!
THE PATHWAY TOWARDS INDEPENDENCE
Establishing a Gathering Place
Gathering kids in front for instruction, releasing them back to share their thinking represents the steady flow that’s at the heart of effective
teaching and learning Harvey and Godvous, Strategies that Work (p.31)
Modeled and Shared Instruction
Time: Daily 10-15 minutes
Focus: Comprehension!
☺Strategy Work
☺Genre and Author Awareness
☺Fluency
☺Word Solving in Context
Early Reading Lessons
Early Print Concepts-Book Handling Directionality One to One Matching Letter ID Letter, Word, Sentence Awareness Link of Sound/Symbol High Frequency Words Fluency Phrasing Reading Enjoyment Reading Cues (M, S, V) General Reading Behaviors
Large Group MakeoverMonday Tuesday Wednesday Thursday Friday Materials
Guided Practice
Independent Reading
DEAR TIME/SSR Independent Reading
Anytime
Any Amount
Any Book
Any Behavior
No Conference
Specific Time
10-15 min DAILY
Independent Level
Real Reading
CONFERENCE!!!
Three Ways to Read to Self
1. Read and talk about the pictures
2. Read the Words
3. Retell a book you know
It is not enough to be busy, so are the ants. The
question is:
What are we busy about?
Henry David Thoreau
Independent Practice
1. You read to yourself
2. You read to/with someone else
3. You listen to reading
4. You write
5. You do word work
You Read To Yourself
I I choose a book
P Purpose-Why do I want to read this?
I Interest-Does it interest me?
C Comprehend-Can I understand?
K Know-I know most of the words
The Shoe Lesson (adapted from The Daily Five: p.31)
1. You read to yourself
2. You read to/with someone else
3. You listen to reading
4. You write
5. You do word work
Read and Talk to Someone
• Buddy Reading
• Big Book Reading: “Say Something”
• Dramatic Retelling
• Story Sequencing
• Read the Room
1. You read to yourself
2. You read to/with someone else
3. You listen to reading
4. You write
5. You do word work
Listen and Read
You could…1. Listen and Visualize/Sketch2. Listen and Retell3. Listen and Write4. Listen with a Partner-”Say Something”5. Listen and Respond6. Listen and Act Out7. Listen and Re-listen
Materials for Listening
• Books on Tape (Fiction and Nonfiction)
• Poems on Tape
• Songs/Chants on Tape
• Guest Speakers
• Authors Reading
• Surprise Voices
• Individual Headphones
• Response Materials
1. You read to yourself
2. You read to/with someone else
3. You listen to reading
4. You write
5. You do word work
1. You read to yourself
2. You read to/with someone else
3. You listen to reading
4. You write
5. You do word work
Word Work for Grades K-2
Learning the Letters
Learning the Words
Phonological Awareness
TOGETHER: These lead to an understanding of the alphabetic principle ( the relationship between the letters and the
sounds)
ENVIRONMENT MATTERS!!!
Learning the Letters• The letter name• The letter formation (physical movement)• The sound the letter represents• The sound the letter represents when it is located in a
word with other letters• The features of a letter that make it different from every
other letter• The direction that the letter must be turned in order to
preserve the name(b,d,m,n,)• Some letters are doubled in words• Some letters appear often together• There are different types of letters(cap,lc, cons, vowel)
Writing center
Overhead center
Word Work
Word WorkWord Work
Word work
Word work
Learning the Words
Where To Begin? NAMES
• They are most personal.
• Children should learn their own names
• Names of everyone else in the class.
• Label cubbyholes.• Use name cards.• NAME CHART!
Understanding Around Names
Include:My name is a word
A word is a sequence of letters that go together
The letters in a word progress in a certain direction
Words have meanings
Words are written the same way every time
Words are defined by white space ion either side
Other words start/end like my name
I can say a word and connect sounds to it
Words can be put together to make a message
Words have different meanings when put together with other words
Name Chart
Aarron Grayson Matt RodneyAlex Gabriel Marcus RebeccaAndy Rachel
Cameron Isabelle Octvious StevenChristi Ike Santana
Deb Kathryn Peter WilliamDee Kaitlyn Pam
Erin Lindsey Yvette Eric
•Write the students’ first name (with last initial if two names are the same) on sentence strips.
•Let the students watch you write their names and have them spell their names if they can.
•Display the names in a pocket chart or other board.
•As you put the names up, comment on letters shared by certain students or other common features.
•Ask for volunteers to come and find a name they can read.”
(Cunningham, 2000, pp.26-30).
Names:
“Getting to Know You”Kristi
Word work
Big book center
Reading Masks
me the
Word Hunts
• Students look for other words that follow patterns they are studying
• Provide newspaper for hunts
• Other sources include trade books, big books and environmental print
• They may record hunts in their word study notebooks
Critical Attributes of a Word Wall
• In a position that is easy to see from anywhere in the room
• Words printed in large easy to read letters
• Contains high-frequency and commonly misspelled words (content words and vocabulary should be somewhere else)
• Cut the shape of the word
always
about
around
Ways to Make Your Word Wall Stand Out
• Use black bulletin board paper for the background
• Write the words on blank, white index cards with bold colors (Mr. Sketch or other bright markers)
• Put your alphabet letters in yellow or another bright color so they will stand out
Closed Sorts
cvvc
ai
cvce
aCe
vy
ay
chain blame stay
brain cape say
trait plate clay
bait brake gray
Students sort their words by criteria set by teacher.
Open Sorts• Students work alone or in partners to sort their word cards into
new categories. Collected words from word banks can be used for this sort as well
making a cake
blends
bake blame stay
cake clay gray
plate plate trait
flake brake brain
safe flake
Blind Sorts
• Blind sorts– students are in pairs or small groups– one students calls words that are hidden from
other students– other student(s) spells the word and places in
the proper category according to pattern
Speed Sorts
• Speed sorts– students sort word cards as quickly as
possible– may work in partners, small group or alone– have timers available for those who like to
time themselves– this activity builds automaticity in recognizing
word patterns
Other Activities
• Alphabet strips for alphabetizing words
• bingo boards where students look at a picture card and cover their boards (blends, short vowels, long vowels, number of syllables, etc.)
• word building with cards that have onsets on one card and rimes on another
Materials for Word Work• Name charts• Alphabet charts• Magnet Letters-different sizes, shapes, style• Individual Letter Books• Magna Doodle• ABC stickers and pictures• Pipe cleaners, wick sticks to form letters• Letter and word tiles• ABC Games and Songs• Letter and word stamps• Letter and Word Cards/pictures for sorting• Word Games-Scrabble, Bongo• White boards• Magnetic Letters• Wikki Sticks• Clay• Sandpaper• Letter stamps• Colored Markers