The Daily 5-Chapter 4 'Read To Self'

1) How far into the school year do you think kinders need to be to be able to begin the process of Read to Self? What is realistic? When do you plan to begin implementation?

• I have always wanted Ks to 'read' as soon as they could handle a book appropriately.  I spend  lot of time in the beginning of the year modeling what a good reader looks like and how good readers interact with books.  I never had a name for it but every year I taught my Ks that they are ALL readers from day 1.  (I probably read about it somewhere but have no idea where).  I tell them since we are all readers, we have to understand that everyone reads differently...and it may not look EXACTLY like they read. Some people read the words...some people read the pictures and some people retell the story...sound familiar?  I LOVED reading this in The Daily 5 because it confirmed that I was moving my 'little people' in the right direction.  So...even though I get my kids into books relatively early by having them interact (read) with books, I've never thought about it in terms of whether I was having them read too early.  I believe that this whole process has to be driven by the make up of each individual class.  Just because 'I' want it to happen on a certain day or in a certain month doesn't mean it will.  I'm sure everyone else experiences somewhat similar situations.  You gotta LOVE teaching....as structured as teaching is...it is just as unstructured and FLEXIBILITY is the name of the game.

2) How will you make sure that each child views him/herself as a reader (whether they are reading words or not)?

• This can be a very touchy issue as some children come to you reading, some almost reading and some struggle with reading from the beginning and continue to all year long.  Ugh!  All I want is to make a difference in the life of a child and those struggling readers break my heart every day!  It also makes me driven to provide those lower performers confidence building and promote their self-esteem.  We have a 'no tolerance' policy for any child that makes fun of, points out others deficits or refuse to work with another because they 'cannot read'.  To get students to the point of viewing themselves as a reader often begins at meet the teacher.  I try to connect to the parents right away and provide them with as much information as possible so we can support our children together to get them believing in themselves as readers.

3) What are some ideas you have about "Launching Read to Self" in kindergarten? How will you go about it and what are some ways to make sure it is "kinder friendly"?

 

• Well, I am so excited about starting The Daily 5...I want my summer to hurry up...(Did I really say that?)  I know I will regret that later.  I haven't used as many visuals beyond the different ways people read...BUT this year I am going back armed with so many ideas that I can create them fast enough.  I am creating my own posters with my zoo theme and I will definitely use the 'I' chart.  Love the modeling piece where the children show everyone else...I always was the one modeling...why didn't I think of that.  So simple!  I feel like in order to make this very successful I will need to have at least 1 (if not more) adult bodies in the room to introduce it.  After repeated practice, we should be good to go...Can't wait to try it!

4) How will you/do you build the children's belief that this IS important? What can we do to encourage the ones who do not value it and create disruptions for others?

 

• This is going to be a bit tricky as you don't want to discourage anyone from reading.  What I am hoping is that by 'selling' reading as an important part of our schedule and a part of 'big school'...that it WILL just occur each day.  I do question what happens if I absolutely have a child that is developmentally not where the other students in my class are.  I suppose an instructional assistant could help out here if available but I think I could use some ideas on how to proceed with this area in case someone is disruptive.  I would appreciate any help or ideas that anyone has considered.

5) How valuable is Checking In and Reviewing with kindergartners? How often will you do it? When will you do it? What are some different ways to "check in"?

 

• I believe that this is a critical component of  Read To Self.  I have always used a journal for children to reflect in...some drew a picture of what they read, some wrote words or phrases and some sentences.  However, I didn't introduce this until about November or December.  Now, we can verbally discuss what we read about and reflect about what we read.  It holds children accountable for what they have read.  I think if I start small and very brief...it will work.

 

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Live, Laugh, Love - The Daily 5 Chp 3- Bookstudy

1.  Establish a gathering place:

     I call my gathering place 'community circle'.  The space itself has an oval shaped carpet, the Smartboard, a rocking chair for read alouds, a large pocket chart for fluency poems, or word study activities (doubles as the pocket chart center during small group time), and an easel with chart paper next to my chair for developing anchor charts.
     I use this space for our morning meeting, where we establish our A/B buddies for the day (this means that no matter how many times my children are called back to the community circle, they will always sit next to their A/B buddy (for that day).  My table groups are all teams of 4...or 5 if I have a an odd number.  If someone is absent for the day, they know to form trios (a team of 3) at the community circle.  Children are always called to the carpet when all team members have the correct materials ready for the next activitiy and are sitting in the quiet position (hands folded and sitting quietly). I use to refer to A/B buddies as just that...but last year on one of the wonderful blogs...I found a teacher referring to A/B buddies as Peanut Butter/Jelly (she also used visuals)...and since I sometimes have to have a trio...that adds 'Bread' for me.  My children simply know that whenever I pose a question, peanut butters go first, then jelly, then bread if we have a trio.  Works like a charm especially in the beginning of the year when not everyone know their letters...but everyone is familiar with a peanut butter/jelly sandwich!  Thank-you to whoever came up with that idea...I am much indebted to you because you helped solve a lot of 'who is my partner issues-then who goes first again?  I just label them (with pictures 1st) peanut butter, jelly or bread.
     My community circle is typically used for Whole Group (at my school Whole Group consists of vocabulary, read aloud, comprehension, high frequency word/word study and fluency).  In the beginning of the year I use it for instruction of establishing rules, routines and procedures. But...this year after reading The Daily 5, this year I will also incorporate a daily discussion of our schedule...changes in the day...and a reflection piece where you bring students back to the whole group to discuss learning.

2/3  Good Fit Books and My Book Boxes:

     At our school, we have a period of time each day already built into our schedule which we call MIRP. (monitored, independent, reading practice).  This is different than DEAR time as it adds a conferencing time with at least 5 children per day with teacher's documenting conferences.  I already have book baskets for my children but, I didn't have a way to determine the Good Fit other than to use the five finger rule...which with my Ks, wasn't working very well.  I love the IPICK which I think could work by January but I feel like I need something a bit simpler in the beginning.  I am really trying to trust in the Daily 5 but I just don't see beginning of the year Ks getting it-at least initially.  I need to visit some of the other responses to see if anyone else is feeling like me.  I am going to use some of the anchor charts that I saw developed about 'what it looks like to read'...loved those and the cool visual of either the bike or Goldie Locks....I think I'm leaning that way.  I loved the shoe lesson, but I will have to get a feel for my group...they may just need Goldilocks.

4.  Anchor Charts:

     I already complete a lot of anchor charts with my students and while I am teaching a unit, I don't have a problem with displaying them.  It is after the unit when students still need to refer back that I can't find a happy way to display them or store them.  Right now I have them all rolled up in a corner...Ugh!  I need some suggestions in this category. 

5.   Use of Signals and Check-In:

     I use Kagan Cooperative Learning structures in my classroom so signals have been apart of my world for some time.  I use a hand up (like a stop sign), when children see me do this they are to get quiet within 3-5 seconds (by putting their finger over their lips and other hand in the air) and if a team member needs support in getting quiet, they are to gently get their attention and point at me until all team members are giving the signal too.  I wait until I have everyone's attention before giving any directions, passing out materials, posing a question etc...  The trick is to practice, practice, practice.  They never come to me know how to get quiet so it takes many repetitions to get this down.  About mid year, I had to change my signal...this time to a clapping pattern as the quiet signal 'novelty' wore off and I needed something different.  I also use a bell to signal the changing of centers.  I did order two of those wand musical thingys...that I am really excited about.  Thanks to whoever for that idea.  Can't wait to get those! 
     I haven't called it 'Check-In' but I will next year.  What I have done for a reflection piece is have children respond to a question by showing a (1,2,or 3).  1=I really get it, 2=I kind of get it, 3=I need to learn more.  I still think I will stay with this system as even a 3 doesn't mean a child doesn't know...they just need more information.

6.  Correct Model/Incorrect Model

     I have always demonstrated everything...but who really needs to be doing it?  Well...the kids do!  I occasionally have used correct models but have never taken it to the next step...which by the way I can't wait to try!  OM gosh...won't it give the struggling child with behaviors a big positive yahoo! If they get to model!  Love this! 

Can't wait to move onto Chapter 4.  Please feel free to point in the right direction for any of the help I need.  I would greatly appreciate any comments and for you to join my blog.  I promise it will get better!  Talk to you soon!  Caryl  :)

Kindergarten Smiles - The Daily 5 Chp 2 - Bookstudy

Wow!  What an eye opening chapter!  How perceptive the authors are on what works best for children to develop independent readers.  What has taken me so long to discover this book?  Can't wait to implement the Daily 5 in August!

1.  Do you trust your students? How do you build this trust? Are you able to trust them and allow them to be independent throughout all aspects of your day? Are you going to be able to stay out of their way?

I have always trusted my students by the end of the year. I set high expectations about learning, behavior, and community.  However, it always seemed to take forever to develop.  I have to remember that building trust will = continued learning.  I have never felt like I could completely let go of the 'control' factor.   (I just didn't think Ks could manage themselves too early in the year.)  I can't wait to see how this will all unfold before my eyes.   In order to to build trust in a class, a sense of community will need to be established from the start and develop over time.  Since I use Kagan Cooperative Learning structures, building trust within our class shouldn't be a problem because Kagan supports developing classroom cultures.  In our community circle, (ie...class meeting each day) we discuss what we had learned the day before and goals for the day, but other than tell my kiddos what their special was for the day...I didn't really talk about schedule.  They just knew by how I had set up the structure of the day what was coming next. Of course, I did have a posted schedule with cute little pictures and times but honestly I never referred to it once the day began. After reading the section on community, my aha moment was that in order for my students to  build their trust in me and each other, we will need to construct more ideas (design the schedule...giving 'choice' whenever possible, and more ownership in the selection of books that we read together as a class) as a community of learners.  I thought I started in the right direction last year (we used the community circle to create our class expectations for behaviors and rules)...I just didn't take it to the next level.  My biggest challenge will be to stay out of their way.  Control...control...control...can I really let go and let a room full of Ks monitor and manage themselves?  Ugh! That will be my biggest challenge.  I will need to read more.  :)  "I think I can, I think I can."

2.  How much choice do you give your students throughout the day? Do you go over your daily schedule with your students or is it just 'posted' in the room?

Well, currently not much but I feel like it is tied closely to my lack of 'releasing the responsibility to the kids'.  Even though I thought I was giving them say in their community, my reflection now reveals that I was still pretty much in control of everything.  Ugh!  Am I troll or what?  I hope by continuing my reading of The Daily 5, I will acquire more insight as how to 'release them' without 'losing' them.  Mostly, my schedule is just posted in the room but I rarely use it as a functional tool.  After the reading, I now see just how important it is to visit the schedule briefly each day.  It will really provide my Ks with a definite sense of time and help them scaffold skills for managing themselves during The Daily 5 component.

 3.  How are you going to create that sense of community where students will hold  

each other accountable?

I use Kagan Cooperative Learning structures to build community and throughout the year.  We start with community circle where we set up housekeeping by creating our class expectations, rules, how we treat each other and learn about A/B buddies.  As a whole group we develop charts with visuals that will be posted as reminders for students throughout the year.  At the tables, children sit in groups of 4 and select a zoo animal to represent their team (I provide them a limited choice (yeah!) and then they color their animal together...as the year progresses teams create their own zoo animal.  Teams change each quarter or if needed by the teacher.  My students learn about face partners and shoulder partners and how to be responsible for their team tool basket.  I think I am on the right track... because there is a LOT of demonstration and modeling with Kagan structures (and holding team members responsible is a key component.)

4.  Student ownership in learning?   How do you instill this in every child?

I believe that the idea of setting a purpose + choice = motivation will be instrumental for students to develop ownership in their learning.  It seems to me that having conversations with your children about why they are doing what they are doing will establish their ownership.  I already do this during read aloud when I set the purpose for reading and demonstrate a reading strategy.  It seems simplistic to me to just carry this idea over to other areas of instruction throughout the instructional day.  Why didn't I have this book last year?  Another aha moment!

5.  Stamina! How are you going to build stamina with reading? independent work?

Will you use a timer?  Will you set goals?

My current school system has Ks building stamina over the entire school year.  No more than 3 minutes at the BOY and only up to 10 minutes by the EOY.  If I continue to follow this rule, than I would never get to teach any small group.  This is very frustrating because to make up for their lack of stamina in being able to read for any real length of time, I am guilty of providing 'sponge' activities during their center times.  ie...busy work (great stuff...but busy work still the same)  I am always making center tools, game, activities...my job never seems to end.  Kagan has software for sale that have various timers,  I didn't use them to later in the year last year...which was a mistake.  It took my kiddos FOREVER to stop paying attention to the timers and get work done.  Lesson learned.  Start early in the year, then you can introduce additional timers with cute graphics and it won't be such of a distraction.  I am VERY interested to see how the structure of The Daily 5 will help sculpt my class and empower my children to become independent learners. Wow...some change down the road...my mind is all a buzz with excitement!  "I think I can, I think I can!"  :)  I think I will get started on Chapter 3.
     

Live, Love, Laugh-The Daily 5 - Chp 1 Bookstudy

Live, Love, Laugh Everyday in Kindergarten: Daily 5 Chapter 1 Linky

A little late with Chp 1 but I just got my book in the mail yesterday...sorry!

1.  How do I teach new behaviors?
    I found myself following the same course that the book described.  I feel I have a good handle on how to teach new behaviors and do a pretty decent job in the beginning of the year but I tend to relax a bit as the year goes on.  Maybe...just maybe that's one of the reason the kiddos tend to get crazy by the end of the year. Even though I continued to 'say' the expectations, and occasionally would have someone 'model', I really didn't put forth the effort to continue to practice, practice, practice...even at the end of the year.  I just expected that once the skill was taught that frequent reminders of classroom expectations weren't a necessary part of  the remainder of the year.  It couldn't be farther from the truth.  Revisiting expectations with words, demonstrations and repeated practice if children slide a bit is well worth the few minutes of time in order to make things run smoother.

2.  How do I teach expectations? 
     BOY...show with pictures, talk about expectations and repeat, repeat, repeat.  This past year was such a challenge for me.  I had 6...yes 6 boys (1 for each table group in my room) 2 come to me labeled DD with ADHD and the other 4 with absolutely no school experience.  It took them to master pushing in their chair and coming to the carpet without leaping through the air. My tried and true methods did not seem to phase them at all.  Needless to say, we had to do a lot of brain breaks and learning through movement...I was literally exhausted each day...I hope to find some solutions by reading this book that will assist me in case I get another classroom full of energetic.

3.  How do I monitor student behavior?
     I use sign language (I learned a long time ago it saves your voice), visuals posted in each area (example; a poster of hallway expectations at the door), and reminders about expectations when we meet at community circle or in small group.

4.  What do I do when a student is not exhibiting desired behavior?
     I used to use the colored card system (negative...ugh!  I knew it then and I very much dislike it now)  Currently, I use the clip chart system (love it!)  However, it seemed to lose its power for some of my kids that found it difficult to get much beyond good day...(one step above 'ready to learn')  This year, I had to add additional incentives by spring in order to maintain my sanity.  So, this is an area I need to learn more about.

5.   Whose classroom is it?
     I started out with my full intentions of this past year with being a 'community of learners',  I implemented Kagan Cooperative Learning with my Ks and just loved it.  I found it to be successful and will use it again.  The problem is that I like things to be a certain way and it is difficult for me to completely release the responsibility to my Ks.  I need to work on this too.

6.   Locus of control? 
     To be honest...and I feel dumb...but I need to read more to about this in order to answer this.

7. Where are supplies stored?
     Seasonal materials are stored in large tubs that I have labeled.  Literacy materials have their own closet and so do my math manipulatives.
     The classroom is set up in clearly defined areas.  I need to reduce my teacher space and work materials.  I took out my big teacher's desk last year (yeah!) and use my kidney table as my work space when not in small group BUT...I need to reduce the amount of stuff I collect in this area.  Also, each table group of children have a basket with 4 of each thing they need-like scissors, whiteboard markers, whiteboards, whiteboard erasers etc... (students also have a personal pencil box  in their desk with their pencil and eraser)