Daily 5 Chapter 6

So the "questions" for this week seem a little vague to me, so I am winging' it on this chapter!

Activities for word families/letters

I agree with a post I read on Kreative in Kinder, I believe the beginning of the year for a lot of my kiddos will be more letter work than word work. I would like to give the option for both. My higher kiddos would know that they can do the words, while my babies that need to learn their letters work on letters. My IF was big into reading recovery so I use a lot of ideas that I got from her for beginning of the year letter work with students.

Letter work

Rainbow write our names (our name is the most important thing about ourselves!!) 

Sorting the letters of our name (magnets) by letters that have sticks/curves

writing our name with bingo doppers

sorting letters by capitol/lower case

sorting letters by stick/curves

matching pictures by beginning letter sounds

matching lower with upper and vise versa

High Frequency Words

At our school part of our weekly homework is 4/6 sight words to spell and read correctly. We also add these words to our word wall. I loved the activity I saw here... 

you can find that here

Some other things I plan to include in my Word Work centers are....

-work families
-syllables
-cvc
-rhyming
-blends

I am actually working on a unit full of word work activities so stay tuned for that.. :)

While I was in VEGAS at the I teach K! conference I was lucky enough to attend Deanna Jumps Alphapalooza session which had TONS of great ideas! 

If you aren't a follower of hers, you NEED to be!! 

<center><a href="http://mrsjumpsclass.blogspot.com/"><img border="0" src="http://i37.photobucket.com/albums/e62/caralesley/DeannaBlogButton2-2.png"/></a></center>

When it comes to the writing section I really intended on having my kiddos work on whatever we are discussing in writers workshop. My students have a writers workshop folder as well as access to the writers bookshelf that has loads of writing materials ready for them. My writing folders also have a red and a green sticker on the inside. Red for not finished, Green for finished. :) 

I would LOVE to see someones schedule that they have been successful using while doing daily 5. I was wanting to do 3 rotations of the daily 5 at 30-40 min each. Before their individual time there would be a lesson of about 10-15 min. So thats a big chunk of the day not even getting to math/science/social studies.  I have always done Readers & Writers workshop daily... allowing students to read and write uninterrupted 30-45 min a day. Which is what were doing here in daily 5, I guess it overwhelms be by being so jumbled in a sense. For example-What if a child chooses read to self, listen to reading and word work on monday. Will their lack of writing here and there a day hinder their progress?

 I was thinking my schedule would look something like this:

7:40  Come in, unpack, then DEAR time or Journal Time

8:05  Readers Workshop

8:25 TNN (morning announcements on TV)

8:30  daily 5 choice #1

9:00  Writers Workshop

9:15  daily 5 choice #2

9:45 - 11 CATCH/Recess/Lunch

11:00 Work Work

11:15 daily 5 choice #3

I have probably begun to make no sense! I am just typing away here! I guess the "unknown" is always a little stressful. I am really excited to implement this in my classroom. I think it'll really allow me to have more time for guided reading & for one-on-one instruction with kids. If you're reading this and have comments/encouragements/tips... PLEASE feel free to comment below, would love to hear! :)

Daily 5 Chapter 5...

So, I am still behind. SHEESH! It's been a busy week though....
1. I teach K! In Vegas (was awesome to see all my favorite bloggy teachers!)
2. working in my room
3. being lazy (lets be honest...)

But here I am still playing catch up! Maybe it'll be a double post kinda day.

Listening to Reading

1. How will you instill the importance (or urgency) of 'listening to reading' in your students and especially those students who have had little 'lap time' or reading done for them in their own homes?

This is simple! Kids love listening to reading because it is fun, and different! I think this applies even more so to the children that do not get that experience at home because it is something new to them. Students in my class have always enjoyed listening center. I also plan to include computers into my listening center which will just make it all the more exciting to them! :) 

2. What devices or strategies are you going to use to conduct listen to reading? Will you use a community recording device with one cd and several earphones, individual cd players, tape recorders, ipod-type devices or computers?

I have a little listening center tape player (you know those old ones that just are awkward??) So this last year I began using my huge boom box, and plugging the head phones in that way. My listening center table is smaller so I prefer to have 2 at that area. Like I said in the above answer- I also want to use my computers for listening center. I plan to allow the kids to use star fall, river deep and even maybe those website where the celebrity reads the story aloud! 

3. What expectations will you have for your students during 'listen to reading' and how will you keep them on task and independent instead of needing your assistance when they can't manage devices?

The expectations in this center are the same for the others. They do not need to be talking since they're listening, so this is a silent center. I will spend the week I introduce this part of daily 5 really going over the expectations, procedures, clean up, and working the technology. I made this little thing real quick for a sign to post on the wall near my listening table to remind them of the stickers. The reason there is a track number listed is because we use a lot of the Journey's books for listening. Why not right?? There are SO many of them! So i figured it would be easy cheesy to laminate and then use marker to put track number. :) 

As far as the computers go- we start week 1 in the computer lab. I go every week, and yes-- the first few are torture. However, they catch on quickly! I am hoping by the time I introduce listen to reading they'll have it down pretty well. My kiddos use their ID number as log in and I keep a box on my computer table with their name and id number for those who it takes a little longer to memorize!

4. Do you have enough 'listening to reading' type materials? If not, what ideas do you have for securing these materials? Where will you store them? How will your students retrieve these items? Where will they be used (will there be a designated spot in your class for listening to reading or will it be their choice?

Goodness! I feel un prepared for this post!! I might have to come back and edit, and add some pictures. Well we use the Journeys, well kind of. Our district adopted it, but we don't use it hardly ever in our curriculum. (makes no sense to me) However, I LOVE using their books on tape. I have a tub on the bookshelf that holds all the books and then a CD box for the CD's. Again... need to post pictures! 

5. How do you feel about listening response sheets? What will they look like?

I do use readers response sheets, I think its a great way for students to show their understanding as well as a great way to review something we have been talking about. I have a generic one I've used alone with some more specific ones I have made. You can see them below. 

6. How can this station be differentiated to meet the various learning profiles, interests and/or readiness of your students?

I think by giving them the option to draw or write a response is a great way to differentiate for those lower babies who are necessarily ready to write their thoughts down. 

Read to Someone

Why should students be reading to someone? 

I think reading to one another is a great way to build fluency, accuracy and comprehension. I think that it also teaching cooperation skills between students. They can learn leadership roles and are able to build confidence by helping each other with their reading. Over all I think it is another great way for students to become better readers! 

How can students EEKK?

I got so excited when I saw this strategy!! I have used it in my classroom the past 5 years. I think it is a great way to share, check for understanding and for the teacher to get to listen in on conversations. I use it a lot on the carpet and just spend the time going over the procedures with them. The students know their partner and they know what to do if their partner is absent when we EEKK. I had never heard the term "EEKK", I would always say "eye to eye, knee to knee" and then to have them come back to attention I would say "One, Two, Three... eyes on me" and they all knew to be sitting like little soldiers on my carpet with a bubble in their mouth by the end of that saying. My students also know the kind of voice they use is to be a whisper voice, or a mouse voice I will say now! :) Now when it comes to EEKK during reading to a partner I will have a designated area for them to sit in, away from other students so they aren't distracting, probably in my classroom library. 

What is one thing you have done with partner reading? What do you do to ensure success? 

I will be honest... I have never allowed my kids to partner read during readers workshop. It scared me! Thinking to allow these kiddos to talk and read to one another just seemed like more of a hassle than beneficial. After reading this chapter though, I feel a little more comfortable. Like everything in kinder, MODELING is sooooo important. I will definitely be following the lessons as they are in the book because I think they're great! I think I will spend a week working & practicing the routines of reading with a partner. 

Alright, back to reading for me! :) Stay tuned for some photos of my listing and computer areas! 

Chapter 4 of Daily 5: Read to Self

Well, I am just a tad behind the rest of this link party! However, I have been reading the book (and LOVE it) I have just been busy with all things summer. Things such as a whole lot of nothing!! haha, I actually began running by school Friday and some of this week, organizing and beginning to decorate. I like to get everything done in July and then avoid the building in August & enjoy what little summer I have left. I am awful at chatting it up once everyone else is back- so that is my attempt to beat the crowds so to speak!

So Chapter 4 Questions:

1. How far into the school year do you think Kinders need to be to be able to begin to Read to Self?

What is realistic? When do you plan to begin implementation?

In years past my LA department heads wanted us to begin Readers Workshop (RWS) day 1 of school. Now, that may seem a little crazy to some people but, the kids can do it! Just like they say in the book- the kids must build stamina and that's exactly what I've done in the past. The first day of school last year we talked about the 3 ways to read a book and what it looks like/sounds like during readers workshop (very similar to daily 5). The kids are squirmy of course as we begin, which is what I loved what these ladies said about that! If we see them getting squirmy- stop! Who says you have to go the full 3 min. I think as teachers, esp. Kinder teachers, we spend so much time the first... month... of school practicing routines and procedures. Isn't the daily 5 a routine? So why wouldn't we start that day one, or as early on as we can!? We have a LONG day where I teach, 7:45-2:55 so we have plenty of time to practice how to be good readers for 3 whole min! I really loved that they actually even come back after the first 3 minutes...discuss good & bad... then practice for another 3. :) Big fan! 

2. How will you make sure that each child views him/herself as a reader whether they can read the words or not?

I think it's important to model the 3 reading strategies first thing as we begin "reading" in the classroom. I do the same thing for writing. I saw a great example one time at a conference where the presenter went from scribbles to sentences and read "i love my dog spot" each time because that is what this pretend writer was saying. Each time reminding us that it is what the writer wrote because it's their story! I believe instilling the idea that "Everyone is a reader" to our kiddos can be done the same way. I,  the teacher, will read the pictures and tell a story,  read the words and tell the story, or retell the story. I think that as we model & praise it gives student confidence. I like to start guided reading in September so in that time we will be learning strategies to help ALL 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?

As I said in question 1: I plan to start day one with this as I do all my routines. I love how it was done in the book and want to do it that way. Something I had done in the past is assign our reading spots and I am tempted to give the kids a little more freedom this year and allow them to choose their own spot in the room. I'd like to think that as much as we practice the expectations they will make good choices on where they sit and who they sit by. As the book said- model, model, model.  Kinder kiddos always amaze me-- they can do a lot more than we/others sometimes give them credit for!

4. How will you/how 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?

At the beginning of the year, and really ALL year we talk about how everyone is a reader. I think kindergarten is great because kids come in with the passion to learn and that includes a passion to grow as a reader. I don't think it takes a TON of encouragement. (Maybe I am fortunate with my demographic, but that's the experience I have had) I believe I have a strength for encouraging and that my kids know they are loved-- when a kid knows this I believe they'll do anything for you! All they need is someone to believe in them a little! I think they hear so often that "were all readers", "we all will have high achievement" (our district slogan we hear maybe twice a day!!) that kids are set up to believe in themselves and take ownership in their learning. I will say with some of my lower babies, who really struggle even attending to a book for 5 min, I allow occasionally to log on to star fall and read to that way. We also spend a ton of 1-1/1-3 small group time together working on strategies. I LOVE my low babies and they always seem to end up where they need to be! :) 

5.How valuable is "checking in" and reviewing with kinders? How often will you do it? When will you do it? What are some different ways to check in?

To be honest- this may very well be my weakness as a teacher. I am awful at checking in/closing things. (GOAL for the year?!?!) I love how it was done in the book though. In fact, I really liked how they checked in half way through the independent time and discussed the things they saw. Then tried again! I can definitely see this as something I could easily implement into my classroom time. I would love to do this at the end of every session at the beginning, then at the end of the big lessons as a review. I think it's also important to remember that sometimes "checking in" doesn't have to be in a whole group setting. I can make my way around the room and conference with kids in small groups or 1-1. 

6. What are some problems that can occur that I anticipate or have experienced? How can we be proactive about these issues?

I think the most common problem that I see every year is loosing interest in the book after so long. I have a few kids every year I have to "stay on top of" and remind them of what they need to be doing. This drives me crazy!!! I really like that they suggest teaching the work "stamina" to the kids. I think by making it something for the kids to be proud of (example: Class, today we got to 15 min of reading to ourself and everyone was on task!!!) will help with this. We also do something called "readers response journals" where the kids journal about what they read. I am horrible about filling up these journals, lets be honest-- time goes by fast in the day and this is not my #1 priority. However, maybe by implementing this during read to self (letting go of my control a little bit... and letting them have a pencil in their book box after discussing how we DO NOT color in Miss Augustine books) would help those students who struggle with reading the whole time. We just have to find a balance, and make sure kids understand that we have to read a book in order to journal about it so this isn't "response journal" the entire time, time. :) Just an idea!

OK! So that's all I've got for Chapter 4 right now-- I am half way through Chapter 5 so I might be blogging about that chapter soon! : )