Download - Presentation for South Otago teachers
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Daily 5…(and other bits and
pieces)
Janine JohnstonSilverstream Primary School
www.silverstream2.wikispaces.com
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Today’s Session
Daily 5 as described by “The Sisters”
Daily 5 in Room 2
Other aspects of literacy in Room 2
Adapting the philosophy and approach for maths
Questions
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25 x Year 3 and 4 children
Reading ages range from level 12 to 12 years
Daily 5 approach used since the beginning of last year.
I believe it has strengthened the reading and writing culture in the class; difficult to say whether achievement has improved!
The independence of the children at reading time is hugely improved, allowing me to get on with teaching reading!
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Daily 5 – “The Sisters”Gail Boushey & Joan Moser
Daily 5 came from a frustration that during literacy time children were busy doing “stuff” and they were unable to engage students in independent, meaningful reading practice.
The ‘majority of teacher time was spent managing behaviour, planning activities and putting out fires instead of teaching. (They) didn’t have time to plan for excellent instruction that would meet the children’s needs’ (p. 5)
It is a structure for managing literacy time that enables quality teaching to take place
Designed to provide a platform to allow the teaching of CAFÉ (comprehension, accuracy, fluency, expanding vocabulary), meeting individual needs.
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The Daily 5
Inspired by New Zealander Margaret Mooney when she modelled guided reading and the teachers asked what the rest of the children were doing while this was taking place.
The examples Margaret gave evolved into the five tasks that characterise Daily 5
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Research based…
Read to Self: The best way to become a better reader is to practise each day, with books you choose, on your just-right reading level. It soon becomes a habit.
Read to Someone: Reading to someone allows for more time to practise strategies, helping you work on fluency and expression, check for understanding, hear your own voice, and share in the learning community.
Work on Writing: Just like reading, the best way to become a better writer is to practise writing each day.
Listen to Reading: We hear examples of good literature and fluent reading. We learn more words, thus expanding our vocabulary and becoming better readers.
Word Work: Correct spelling allows for more fluent writing, thus speeding up the ability to write and get thinking down on paper. This is an essential foundation for writers (pp 11-12).
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Core Foundations
Trusting students
Providing choice
Nurturing a sense of community
Creating a sense of urgency – we want to be better readers and writers today!
Building stamina
Staying out of students’ way once routines are established
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Starting Out…
Each child has their own book box which has books in it from day 1.
Good Fit books – choosing a book is like choosing the right pair of shoes to wear
I Pick books – before our first trip to the library for the year
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Read to Self
Start with Read to Self – I Chart – Children’s Job/Teacher’s Job – Purpose of building stamina and creating a sense of urgency
3 ways to read a book – Read and talk about the pictures; read the words; retell a previously read book
Correct/Incorrect/Correct model – Goldfish bowl – children reflecting using I Chart
3 minutes practice – not strictly timed - stop when the first child goes off task – NO praise or ‘managing’
Reflect and review I Chart
Next day… review I Chart and add another minute
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Read to SomeoneRead to Someone I chart covers EEKK (Elbow to
elbow, knee to knee), acceptable voice level, how to choose a partner, where to sit etc
Again, start small… 3 minutes.
I Read, You read – take turns to read the same paragraph, more fluent reader goes first
Check for Understanding – “I just heard you read” – summarise
Read Together – choral reading to build fluency
Paper, scissors, rock to start
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Word Work
I Chart – expectations around using and returning equipment, choices available, words to practise etc
Start small… 3 minutes – stop when first child becomes disengaged
Opportunity to practise weekly spelling words, high frequency words, word families etc
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Work on Writing
I Chart – expectations around what children can be writing (not work on drawing), practising learning from guided writing programme
Start small… 3 minutes
Independent writing book in their good fit book box
Access to writing topics/genre examples/motivation/ vocabulary enrichment etc
Disclaimer in front of writing book about “marking” – I only mark those pieces the children want to publish – “publishing perfect”
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Listen to Reading
I Chart – teaching children to use equipment appropriately – building stamina not usually a problem with this one!
School Journal/Ready to Read
iPods/iPads
Interactive stories – iPad
Storybee, Story Online, Silly Books, Speakaboos – online sites
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Putting it Together
Introduce one aspect of the Daily 5 each week over five weeks, all children doing the same thing at the same time
Build up the others while introducing a new aspect
Children will be desperate to do it for longer!
Don’t be afraid to back up – review and add to I Chart, remember to keep modeling correct/incorrect/correct – choosing children for whom it is a challenge
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Daily 5 in Room 2 Independent book boxes
Mixed ability rotation groups – pull down guided reading groups
Use of a taskboard for rotation, shop bell to indicate time to change – deliberate choice as it’s not too instrusive
At the end of last year I had a chart up for each and the children added their name to show where they were – changing when they wanted to
“I” Charts to set up routines and expected behaviours
Focus on independence and self management – not compliance – set expectations with children, model correct/incorrect/correct, children practise, T carries out his/her job, feedback afterwards, no interruptions to children/T
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Friday alternatives – Friday box, spelling games, paired writing
I have always been a book shopper and have heaps of books at school which have become part of our class library – also have topic/author boxes that the children have requested using school/town library, using school fair etc to build up class library
Friday – book shopping – after the library children sort their boxes into three piles – library books, reading books, and I Pick books. I put out all our class I Pick books and the children “shop” for two books they would like in their own box for the next week
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Using iPads to supportlearningVery aware of trying to avoid
consumption!
Rotation – children learn to set timer, work with a buddy, can choose from folders of apps named to correspond with Daily 5 activities
An app per week – Purposeful use of app in reading, writing, maths
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Learning Spaces
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Oral Language & Shared Reading
Using images to introduce/reinforce comprehension strategies
Newsbook ala Jill Eggleton – introduces and reinforces vocabulary, grammar, spelling patterns etc
Provides a shared reading resource
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Inference…
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Questioning
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Integrating Strategies
Children write an observation, an inference and a prediction
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Maths Daily 5
Shares a similar philosophy as Reading Daily 5.
Opportunity for children to work in mixed ability groups on a range of tasks – less “paper” work, more real world maths and scaffolded learning
5 Activities – Maths by Myself, Maths with Someone, Maths Games, Maths using Technology, Problem Solving
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Maths by Myself
Must Do
Knowledge activity – 1 per week as a practise activity – in plastic drawers.
Can Do’s
Maths Reading – Collection of books with mathematical concepts eg Counting on Frank, Nessa and the Missing Zero
Maths Writing – Knowledge focused writing
Star Number – powerpoint displayed on TV
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Maths with Someone
Must Do
Basic facts practice with a buddy.
We have a basic facts challenge ladder. Children are on an individual step which is shared with parents and children ask for a ‘basic facts challenge’ when they are ready to move to the next stage.
Children practise their individual goal from their box on Maths with Someone
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Maths Games
Numeracy and other maths games in boxes for each group.
Obviously with mixed ability groups this falls apart somewhat but the children love the challenge and I don’t see any harm – great opportunity for scaffolding
“If you know about something that someone you’re working with doesn’t, then teach them!”
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Maths Using Technology
Can Do’s
iPads – Basic Facts/Place Value/Fractions/Time folders for the children to choose from
Wiki – Maths/Basic Facts tabs
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Problem Solving
Must Do
Follow up activity from Friday’s problem solving session
Topic Task – Follow up from strand teaching with release teacher from the previous week
Can Do’s
Problem solving cards, Sudoku etc
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Any questions?