presentation for south otago teachers

Daily 5…(and other bits and

pieces)

Janine JohnstonSilverstream Primary School

janinej@silverstreamsouth.school.nz

www.silverstream2.wikispaces.com

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

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!

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.

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

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).

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

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

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

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

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

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”

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

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

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

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

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

Learning Spaces

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

Inference…

Questioning

Integrating Strategies

Children write an observation, an inference and a prediction

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

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

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

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!”

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

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

Any questions?