fostering independence with the daily five independence may 2010

Presented by

Angela Maiers

FosteringLiteracy

Independence

It is not enough to be busy. The question is:

What are we busy about?Henry David Thoreau

Reading Practice

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!!!

We need LOTS of practice...

1. Read to ourselves

2. Reading with other readers

3. Listening/Speaking

4. Writing

5. Working with Words

Based on “The Daily Five”

Read to Self

Free Choice Reading

Reading C

enter

Three Ways to Read to Self

1. Read and talk about the pictures

2. Read the Words

3. Retell a book you know

Read to Someone

Photo Source: http://www.flickr.com/photos/fcpl/4541058765/sizes/o/

Work on Writing

image source: Flickr by Sitch - http://www.flickr.com/photos/stitch/12738176/sizes/l/

Work on Words

Image source - Flickr by mainblanche: http://www.flickr.com/photos/erwan/1816858054/sizes/o/

Listen to Reading

Image source - Flickr by fritzon: http://www.flickr.com/photos/fritzon/3912894798/sizes/l/

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

I PICK

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

The Daily Five

Read and Talk to Someone

• Buddy Reading

• Big Book Reading: “Say Something”

• Dramatic Retelling

• Story Sequencing

• Read the Room

Buddy Reading

Reading C

enter

Big Book Reading

Reading C

enter

Dramatic Retellings

Oral Language

Oral Language

Story Sequencing

Read the Room

Reading C

enter

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

The Daily Five

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

The Daily Five

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

The Daily Five

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)

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

Letter Sorting Activities

Letter Play

Practice with Names

Overhead center

Word Work

Word WorkWord Work

Letter Play

Letter Formation Alphabet Sequence

Word work

Letter Play

ABC Books and ABC Collage

Word work

Learning the Words

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 wordA word is a sequence of letters that go togetherThe letters in a word progress in a certain directionWords have meaningsWords are written the same way every timeWords are defined by white space ion either sideOther words start/end like my nameI can say a word and connect sounds to itWords can be put together to make a messageWords have different meanings when put together with other words

Name ChartAarron Grayson Matt RodneyAlex Gabriel Marcus RebeccaAndy Rachel

Cameron Isabelle Octvious StevenChristi Ike Santana

Deb Kathryn Peter WilliamDee Kaitlyn Pam

Erin Lindsey Yvette Eric

Names:“Getting to Know You”

Kristi

•Write the students’ first name (with last initial if two names are the same) on sentence strips.

Names:“Getting to Know You”

Kristi

•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.

Names:“Getting to Know You”

Kristi

•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.

Names:“Getting to Know You”

Kristi

•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.

Names:“Getting to Know You”

Kristi

•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.”

Names:“Getting to Know You”

Kristi

•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

High Frequency Words

Word P

lay

Word work

Search and Tally

Word P

lay

Big book center

Reading Masks

me the

Word P

lay

Room Hunt

Word Hunts

Word Hunts

• Students look for other words that follow patterns they are studying

Word Hunts

• Students look for other words that follow patterns they are studying

• Provide newspaper for hunts

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

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

Sentence Book Match

Sentence P

lay

Word P

lay

Word Wall Activities

Critical Attributes of a Word Wall

Critical Attributes of a Word Wall

• In a position that is easy to see from anywhere in the room

Critical Attributes of a Word Wall

• In a position that is easy to see from anywhere in the room

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

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

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)

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)

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

A

always

about

around

Ways to Make Your Word Wall Stand Out

Ways to Make Your Word Wall Stand Out

• Use black bulletin board paper for the background

Ways to Make Your Word Wall Stand Out

• Use black bulletin board paper for the background

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)

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)

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

Word P

lay

Alphabetical Words

Word P

lay

Word Sorts

Closed Sorts

cvvcai

cvceaCe

vyay

chain blame staybrain cape saytrait plate claybait 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 staycake clay grayplate plate traitflake brake brainsafe flake

Blind Sorts

Blind Sorts

• Blind sorts

Blind Sorts

• Blind sorts– students are in pairs or small groups

Blind Sorts

• Blind sorts– students are in pairs or small groups– one students calls words that are hidden from

other students

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

• Speed sorts

Speed Sorts

• Speed sorts– students sort word cards as quickly as

possible

Speed Sorts

• Speed sorts– students sort word cards as quickly as

possible– may work in partners, small group or alone

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

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

Other Activities

• Alphabet strips for alphabetizing words

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.)

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

Staying busy at that makes us...

SUPER Readers