Daily 5 Book Study {Chapter 9} - The Final Chapter!

I'm pretty sure most of you combined Chapters 8 and 9 last week, but I decided that I wanted to separate the two. I wanted to do my due diligence with Chapter 8 since math is definitely my weaker skill (especially after not teaching it at all this past year)!

So I'm back on this lovely (and hot) Friday to discuss the final Chapter, Chapter 9. 

Okay seriously, I know this is off topic but it's been uncharacteristically hot here. Not that I'm complaining, I love me some sunshine. I just wanted to acknowledge how bizarre this is. Of course because I said that, I'll spook it and it will be back to typical Oregon weather in no time. I'm sorry universe, please let the sun stay!

The final Chapter in Daily 5 was called Returning to Our Core Beliefs. This chapter focused on the core beliefs of the sister's and of Daily 5 in general.

The sister's state their core beliefs as:

Community

Accountability

Trust

Respect

It also addresses how to deal with situations that arise in the classroom that may threaten to derail all of your hard Daily 5 work!

Barometer Children 

I was a little confused by this term in the beginning, but now I get it! Barometer students are those off-task students that tend to throw off the balance of the classroom and dictate how things run. One of the things that I constantly remind myself is that all students are capable of great things and that our job as educators is to set high expectations for our students. This instills a sense of trust in our students and lets them know that we believe in them. 

Some students just need extra help and support to help them meet expectations! The sisters outline 4 levels of support for these kinds of students.

1. Reflection - It is so easy for us to blame the trouble on the student, but it is important to take time to reflect on what you did. Did you rush the 10-steps to Independece? I know I'm super guilty of that. Did you respond to or engage with the undesired behavior? Are you speaking respectfully and positively? Does the student have good-fit books? What is most important here is being honest with ourselves.

2. Extra Support - The sisters suggest having students practice during recess. I question this because students see losing recess as a punishment and I don't like the idea of "punishing" students just because they need extra support. Is that just me? How do you feel about this?

3. In-Class Modifications - There are a lot of tips/tricks outlined here for in-class modifications. Some examples are marking off special office areas, providing tactile manipulatives for students to take mini brain breaks during Daily 5 and providing timers for students to be in charge of their reading and breaks. I will definitely refer back to these strategies this upcoming year.

4. Gradual Release of In-Class Modifications - Here is where you ween children off of using these supports. A great way to do this is by providing quick check ins between conferences/guided reading. I have 2 concerns with this. 1). Wouldn't that be interacting with them when they are supposed to be independent? 2). The sisters mention having this check in be on the way to your next group or conference. I don't move for that. Students come to me at the start of the Daily 5 block and then we switch after each mini-lesson. 

Guest Teachers
Have Daily 5 outlined in your lesson plans for guest teachers to ensure Daily 5 goes smoothly. The great thing that I have found is that the structure and routine is so engrained that the students don't even need any direction! They are so independent and help the guest teacher! 

New Students

Now I have to be honest, I am the worst when it comes to new students. And by that I mean, I don't take it as an opportunity to revisit expectations. Like the book states, getting a new student is rattling and I definitely fall victim to that feeling. In the future I will take that opportunity because we can always use a good review!

I also really really liked the idea of a Daily 5 helper! I might even use a barometer student for this position to give them confidence and allow them to be the "expert" on what it should look like and sound like!

The vest is such a cute touch! I will definitely be on the look out for a vest for my Daily 5 helper, so if you know where to get one let me know!

Parents
I thought it was interesting that the sisters mentioned how teaching is one of the only professions where people have an idea of what it should look like. Everyone went to school. It can be hard for parents to adjust to a new way of learning. It is important to fill them in (like Craig David). Anyone? No?

Help parents understand what their child is doing at school! A letter the first week of school or at back to school night would do the trick! 

The biggest takeaways I had from The Daily 5: 2nd Edition is that students will rise to our high expectations if we set them and trust them to do so! Change comes slowly, we have to be patient and provide appropriate supports along the way! And for my finally takeaway I leave you with this…


"Independence is synonymous with accountability."
 - Maragaret Mooney

Daily 5 Book Study {Chapter 8}

I hope everyone had an amazing 4th! My family always does 4th of July up big! We watched a parade, had biscuits and gravy, played invisible baseball, messy twister, lip sync battles and more food than we knew what to do with! It is an all day event and boy am I tired. 

Here are just a few photos from the day! Messy twister was by far the best part! So much fun. Although, the paint isn't fully washing off so I look part Smurf! Worth it. 

Now on to the book study! 

Math Daily 3!? 

Yep, that's a thing now. 

Math by Myself

Math Writing

Math with Somone

I have to be honest, I am super anxious to teach math again. This past year, I was assigned as a 1st grade reading teacher so I haven't taught math in a looooong time. That being said, I don't have resources/photos to share of how I set up math in my classroom. 

I was excited to read this chapter! I was hoping it would help to give me a sense of direction for my math instruction this year. 

In the past, I have felt that by following the given math curriculum, the whole group instruction was way too long and the independent practice time was spent running around answering questions with the intention of pulling a small group. Key word being intention. By the time I was ready to pull a group, time was up. My students were not independent with the math games/choices. That is a problem. 

As I was reading about the Daily 3 math structure I couldn't help but notice how time consuming it seemed. Having to rework each lesson from the math curriculum to fit into 3 mini lessons. I'm sure it gets easier, but I would be lying if I said I wasn't a teensy bit apprehensive. 

Focus lessons

Focus lesson 1: Introduce the concept using modeling and think alouds  "I do"

Focus lesson 2: Guided practice "We do"

Focus lesson 3: Word problem the reflects the concept (can be independent or with a buddy) "You do"

I totally wrote "I do", "we do" and "you do" next to each focus lesson in my notes thinking I was super clever, thinking outside the box and making connections. I wrote it in my notes like I was going to share it with all of you and blow your minds. You would think "Wow! She is really smart" and then I realized they outlined it that way in the sample lesson. Fail.  

Anyways,

 I really liked the way the sister's break down the focus lessons into more manageable chunks. I definitely will use that when planning out my math block. I'm not sure I will use the choices for Daily 3 though. That may be too much for me right now. 

**Do any of you currently use the Daily 3 math in some form or another?** 

This chapter really got me looking into ways to organize my math tools! I scoured the internet and it's official. I need a tool-kit. That's it. End of story. Need one now.

I suppose I have a lot of thinking (and organizing) to still do before the next year starts. I would love any helpful tips! 

Daily 5 Book Study {Chapter 7}

Whoa! This week kind of got away from me! But the good news is I stuck to my schedule AND my PD for this summer is done! Now I can really focus on my TPT store and blogging with all of you wonderful teachers! :)

Before I dive into my thoughts on chapter 7 of the Daily 5: Second Edition here are a few side notes:

- This "summer" weather is really bumming me out. Gotta love Oregon.

- I am still patiently waiting for my first Erin Condren planner to arrive! 

- I can't wait to get into my new classroom and start setting up/decorating. Is that weird!?

I was really excited for this chapter because it focuses on when/how to launch the option of choice within the Daily 5. This is probably the scariest part of Daily 5 because we as teachers are no longer "in control". The funny thing is that we are actually more in control during Daily 5 choices because we have given students the tools they need to be independent. Students are actively engaged in meaningful reading/writing choices during this time, that the room is actually very controlled. It's my favorite thing about the Daily 5 structure! 

The key components of choice as outlined by the sisters:

- Knowing the expectations                            

- Possessing the skills needed to meet the expectations  

- Being trusted to carry out the choices

 - Taking responsibility to carry out choices 

I thought this was perfectly outlined! It really solidified the concept for me and served as a great reminder. Choice is only successful if  all 4 of those components are in place. 

My biggest challenges with the Daily 5 choices:

- Preventing boredom within the choices (especially word work). The sisters' mention keeping the same choices year round and not introducing new ones. But I find that students burn out of the same word work choices day in and day out. 

I liked reading some of the word work ideas/materials that the sisters use. What kinds of materials do you use? How do you prevent boredom?

- Student accountability to make the "right" choice. By right choice I mean, making sure they are making different choices each time that focus on the skills and strategies they need to work on.    

The most important thing to remember about the Daily 5, which I am guilty of forgetting, is that it is completely flexible! Each group of students is different and we need to keep that in mind when progressing through the initial launching process. 

I actually have a question about checking in! Do you have students check-in before they make their choice or after? I struggle with this piece because I feel like it takes SO much time! If you have to ask each student their choice/strategy before they get started that can take 10 minutes easy! And then if stamina is comparable to their age, they've lost all their stamina before you even make it to a guided reading group! I haven't figured out the best balance for this yet. I want students to be checking in and making meaningful choices but I also want as much time as possible with my guided reading groups! Any tips!?

I am excited to read your thoughts on chapter 7! I am also super super excited to read about this new Math Daily 3 business. I sense a big change in my math set up coming!

Daily 5 Book Study {Chapters 3&4}

Hey guys! It's my first weekend of summer and it has already been jammed packed with fun! The only downfall is this nasty weather we have been having. I want the sun back! 

 I went to the scholastic book fair this morning for the first time. I had heard mixed reviews about the book fair, but I am pleased to announce it was wonderful! I found so many books for my classroom library. Unfortunately, I had a hard time finding the books that were on my list but I did get plenty of good fit books! I also got a pretty sweet pointer with glitter! I love me some glitter. 

I also had the pleasure of attending my best friends pinning ceremony this afternoon. This beautiful, strong and genuine woman is going to make an incredible nurse! I am so proud of her! 

(I particularly like her mother photobombing this photo)

Tomorrow I have her graduation party and father's day! Oh, and did I mention I'm planning her party? I love party planning. Pictures to come :) 

While I am taking a break from all the fun of this weekend (and binge watching Will and Grace) I wanted to share my thoughts on chapters 3&4 of The Daily 5 (Second Edition). These chapters went by much faster for me! I'm not going to lie, it got me super excited for the next school year! Is that weird!?

I started by making these Daily 5 posters! You can get them {here} or by clicking any image below!

        

        

Chapter 3 talked about the 10 steps to teaching and learning independence. Independece is a huge component of what makes Daily 5 so successful! Reading these steps was a great refresher and gave me a lot of ideas on how to better instill a sense of urgency in my students!

The 10 steps:

1. Identify what is to be taught

2. Set a purpose & Create a sense of urgency

3. Record desired behavior on I-chart

4. Model most desired behaviors

5. Model least desired behaviors & then most desirable again

6. Place students around the room

7. Practice and build stamina

8. Stay out of the way

9. Use quiet signal to bring students back to gathering space

10. Conduct group check-in

My thoughts:

 * It important was to focus on the positive and not the negative when choosing desired behaviors for the I-charts. For example, stating what you want them to do (ex. read quietly) vs what you don't want them to do (ex. don't talk).

* I have gone back and forth with this concept of modeling the least desired behaviors. I worry that by doing so, you are giving those off tasks students ideas on how to do things incorrectly. Not only that, you are providing them a platform to get positive rewards (laughter) for their off task behavior. I don't know. That's just how I feel. Do you think it is a good idea? 

* It is important to ask: If ______ continues to do these things will he/she become a better reader? after each modeling. I definitely didn't do this with any consistency.

* I need to make a fancy stamina chart! Summer bucket list :)

* I need to remember to do whole group check-ins for students to self-reflect after each Daily 5 round. Do you have any tricks for keeping students from looking around at others responses? I mean, I tell them that it's personal, and everyone is in a different place, blah blah blah, but I swear I'm like the teacher in Charlie Brown when I say these things because they still look around at their friends replies. 

* I am still a little confused by the term 'barometer students'. Haaayyyulp.

One of the things that I love about the Daily 5 is that so little is required to start out! 

Here's what you need:

- Quiet signal --> I need a new one. I used to have this cute bird that chirped, but it died and I haven't been able to find another one. :(

- char rack or interactive whiteboard

- book boxes

- a gathering place (and focused lessons)

- I-charts

- classroom design

I would personally add that you also need word work activities for students to engage in! Here are some fun ideas that I have been considering incorporating next year!

This week I linked up over at Sharing Kindergarten because I still haven't figured out this particular link up. Be sure to head on over there and check out some other responses to these chapters! If you happen to know how this particular one works please let me know! 

Daily 5 Book Study {Chapters 1&2}

Happy Monday! 

We are still busy counting down the days in my classroom! Today as part of our countdown we had no shoes day. The kids had fun, and so did I! My feet sure appreciated it :)

I also met with the school that I am hoping to be at next year and I loved everything about it. The team was wonderful and I had so much fun! Is it weird that I had fun during an interview!? I think that is a good sign! *Fingers crossed*

I am so excited to be joining the amazing writers over at Freebielicious for a summer book study. We are reading Daily 5 (Second Edition) and I am already a little behind! But in my defense, I am not on summer break yet. It is my last week of school, so I'm sure you can all relate to the 50 shades of crazy that are happening right now. 

If you don't have this book already and want to join in on the fun, you can get it over at Amazon. Just click on the image below!

I have been using the Daily 5 structure in my classroom since I started teaching 3 years ago and I love, love, LOVE it. Although, typically I adapt it down to a Daily 3 (Read to Self, Work on Writing and Word Work) depending on the stamina level in my classroom. It has been such a life saver and I can't wait to make it even better next year!

Here's what some of the kids are doing during Daily 5 in our classroom!

The biggest impact that Daily 5 has had on my students, aside from increasing their reading scores (Woohoo!) is their motivation to learn. It is really exciting for me to hear my students engaged in making choices specific to their needs! 

The first chapter discusses how Gail Boushey & Joan Moser (aka "the sisters") realized that trying to get to all 5 choices squeezed into one reading block was unrealistic, especially in the primary grades. As with everything else, we need to teach students stamina. It isn't something that they either have or don't have, but instead needs to be learned and practiced. It is also important to teach our students how to be reflective of their learning and to self-monitor as they go. This is something I could definitely get better at. 

This chapter really got me thinking about my current literacy block and the changes I would like to make next year.

What I do that is the same:

* I-charts: We create these together at the beginning of the year and review as often as necessary (which is increasingly often near the end of the year). 

* Mini-lessons: I start each block with a short 15 minute reading lesson. The lesson varies based on what my students need at a given time. Sometimes it's strategies for tricky words, sometimes it's blends, sometimes it's making connections, it's always changing!

* Choice: Children get to choose what they work on each day.

What I do that is the different:

* Brain breaks: I don't use these at all. I really need to give this Go Noodle thing a try!

* Reflection: I am really horrible at checking in to see what students worked on/learned during their independent work time. I do it, just not with any sort of consistency.

* Options: I do not use Read to Someone (until the end of the year) or Listen to Reading (lack of resources). Also, students do not necessarily do Read to Self and Work on Writing every day. 

Chapter 2 was all about the foundations of a successful Daily 5 reading block! 

Trust and Respect: We have to explicitly teach the behaviors we want to see and then trust that students are capable achieving them. It is important to have high expectations for students otherwise they will never grow!

Community: I think that building community is the most important aspect of any successful classroom.  It is important for students to understand and respect that each student is at a different stage and that that is O.K. By creating this sense of community, we empower our students to hold not only themselves, but each other accountable. 

Choice: Choice is highly motivating for everyone, including children. Think how much more motivated you are to exercise if you get to choose your work out program, classes, routine. Think about how much more fun it is to read a book that you chose rather than one that was assigned to you. The same applies to students in the classroom. This choice provides students with a sense of ownership that helps them be successful!

Accountability: Accountability is a 2 way street! It is important to clearly define expectations of not only our students, but ourselves, during each of the Daily 5 choices to ensure students are making meaningful learning choices. 

Brain Research: Lessons should be short and sweet (not like this post…) and follow a 20:80 ratio. 20% of time for teaching and 80% of time for practice. I really liked the basketball reference, it really solidified the concept for me! Practice does make perfect, even in reading! 

Transitions as Brain and Body Breaks: Transitions can actually be positive and not just a necessity! It gives students an opportunity to move around the room and get those wiggles out! But just like stamina, transitions must be taught!

I'm really excited to be diving into this book! I can't wait to start creating resources to use next year and to better my reading instruction! I have to be honest, I am confused by Freebilicious, I don't understand how it works and couldn't find the book study directly on there! If you happen to know how that works, please let me know! :)

I did find a link up for this book study over at A Day in First Grade so make sure you check that out and go read what others thought of the first 2 chapters! Maybe I'll see you next week for chapter 3!

Happy Monday! Sorry for the lengthy post. I guess I had a lot to say ;)

Chocolate Fever...

Hey guys! I hope you all had a wonderful (long) Memorial Day Weekend! I know that many of you are finished with your school year, and I must say, I am super jealous! We have 13 days left, and as you know, that means its crunch time. Not to mention, my placement for next year is still up in the air. So I am packing up without knowing where I'm moving to. But I should know something tomorrow! Fingers crossed!

My to-do list grows with every passing minute and yet all I want to do is watch Game of Thrones, try on my new Stitch Fix and read my Cosmo.

But before I start "lesson planning" I thought I would link up with Teaching Maddeness for Must Read Monday! :)

I like to end each school year with a chapter book, and my classes always love, love, love Chocolate Fever by Robert Kimmel Smith. Now, personally I don't understand the concept of Chocolate Fever. I am not a sweets kind of gal. I prefer salty. Popcorn fever, potato chip fever, beef jerky fever….That's more like it.

 If you've never read Chocolate Fever, I highly recommend it!

(Click on photo to check this book out on Amazon!)

We started this book today! The kids were so sad when I got to the end of the first chapter. They even asked if they could come in during recess so I could keep reading it to them. I love when they get excited about reading! 

Before we read the first chapter, we discussed some of the tricky words and came up with body movements for each word. The words we used were:

hatched: They pretended to hatch out of an egg

slim: They held their hands close together to show "skinny"

bitter: They made some awesome faces for this one, I wish I had taken pictures. 

fever: They placed their hand on their head and looked "ill"

Anytime they heard these words in the book, they did the movement to help them remember the meaning! I do this with any story we read. It's my little way to front load those tricky vocab words and the kids have fun coming up with the body movements!

After reading, we worked on our Chocolate Fever Menus for Henry Green. Here are some photos! This is just our brainstorm sheet. We will make more formal menus tomorrow!

(Some of their handwriting still, I tell ya…Sheesh).

I hope you are all enjoying your final days in the classroom or you are relaxing and enjoying your summer vacay! 

I think I'll post about my summer bucket list soon to get me in the mindset! Until next time :)