Daily Five/ Literacy Centers
I have implemented the Daily 5 Language Arts structure to build independence for all literacy learners. This has enabled me to use small group guided reading instruction with all students based on instructional reading levels.
The best part about using the Daily 5 components: Students spend most of their time READING to themselves, READING with others, and listening to fluent and expressive READING! It also lends itself well to differentiation. Students may not make it to word work or listening daily, however, all students have the opportunity to read to self, read to others and work with the teacher daily. The students have the opportunity to write during Guided Reading time as well as at the Writing Center at least twice a week. On a rotating basis I have conferences with students concerning their independent/class work. I schedule my day so that Process Writing is the first activity of the day.and students also have the opportunity to do special journal writings throughout the week. So writing is emphasized not only during the Daily 5 but also specific instruction during Writers Workshop.
Daily 5
Each day we spend 45 to 60 minutes at Daily 5 Activitves. Each week the students receive a Daily 5 checklist that tells where they were for each day. Students rotate through two or three areas per day. We try to have these charts go home each week, but they usually go home on the following Monday. Students quickly understand the routine of the Daily 5 and rotate quickly and quietly to their next activity. If they are unsure of where they are to go, they know where to look on the Daily 5 Center Board. As a special note, we are making some changes in our groups. Mrs. Parenteau and I are "sharing students" based on specific skills that need to be worked on. The time frame is 30 minutes out of our 60 minutes. Students
spend their time with Read to Self and Guided Reading with Mrs. Parenteau, Miss Donato and Mrs. Curboy, our practice teacher who also leads groups at this time. Upon their return they will either work directly with a teacher on a specific skill or rotate into one of the other daily five's.
Choice #1: Read to Self
We have an anchor chart we created together as a class to define what this should look like and what the students and teacher will do during this time. The most important aspect is that the students understand that the best way to become a good reader is to READ! They are held accountable for reading “just-right books” from their individual book bins. Students are given time to do Read to Self activities and are endouraged to do so during free time. Students are expected to do at least one book report each week from their book bin. This must be done by Friday of each week.
Choice #2: Read to Someone
Again, we have an anchor chart we created together as a class to define what this should look like and what the students and teacher will do during this time. We go through the procedure of: how to choose a partner. How to sit with a partner (EEKK), how to check each other for understanding, and how to be a coach to your partner. We spend a few weeks really modeling these and role playing how it should and shouldn’t look. The students LOVE this reader’s workshop choice and I want it to be a successful time for them. This time allows for more time to practice strategies, helps to build fluency, check for understanding, to hear their own voice and gives time to share reading as a learning community.
Choice #3: Listen to Reading
We created an anchor chart as a class that defines what this should look like and what the teacher/students will do during this time. It is important that students hear good examples of literature and fluent reading for this choice. It helps to build vocabulary and models fluent and expressive reading. We are fortunate as a class to have a membership license to Raz-kids---go to http://www.raz-kids.com/ if you are unfamiliar with this resource. Students usually listen to Raz-Kids during their Computer time, if I have scheduled another activity for
the Listening Center. I often will have students listen to stories from their Basils followed by a Comprehension activity. At other times they
may listen to a book from our Author of the month. This may be followed by some form of a book report or an art activity. This is all done to
continue students interest in reading and devoloping good listening/comprehension skills.
Choice #4: Work on Writing
Just like reading, the best way to become a better writer is by practicing writing each day. Upon entering class each day students write in
their daily journals. These writings may change each day. Students may be writing sentences using their spelling words; learning how to write
a sentences. Students may write about what they did over the weekend/vacation/blizzard; or a special program that has been presented at
the school. As their ability increases so does my expectations. At the Writing center students are given different topics to choose from and
to write about. Writing is a step by step process and students are encouraged to use the graphic oraganizer that we use during the writing
workshop. By the end of first grade, students should use capitals, periods, question marks and exclamation points in all the appropriate places.
Writing is not only getting your ideas down in an orderly, understandable sequence but, also, implementing the correct mechanics.
Choice #5: Word Work
There are many worthwhile literacy centers that support word work. At the beginning of the school year, I assess the students’ ability to recall and read first grade “word wall words”. This helps me to plan for specfic skill activities for each student. Expanded vocabulary and correct spelling allow for more fluent reading and writing thus speeding up the ability to comprehend what is read and get thinking down on paper.
I have various baskets that students choose from to reinforce what we have already practiced as a class. These may include: word work on contractions, homonyms, synonyms, antonyms, compound words, write the room center, rainbow words (writing words with various markers), big book find (looking for specific words in a big book), etc. My favorite activities are those that link the words with text! . Students are required to find/locate particular words in the “just right books” they are reading. I’ve found that having students practice words in the context of reading…books that are just right for them…helps them to transfer what they know to finding it and applying it in a text!
Reading Strategies
Comprehension- “I understand what I read.”
Accuracy- “I can read the words.”
Expand Vocabulary- I know, find, and use interesting words.”
I have implemented the Daily 5 Language Arts structure to build independence for all literacy learners. This has enabled me to use small group guided reading instruction with all students based on instructional reading levels.
The best part about using the Daily 5 components: Students spend most of their time READING to themselves, READING with others, and listening to fluent and expressive READING! It also lends itself well to differentiation. Students may not make it to word work or listening daily, however, all students have the opportunity to read to self, read to others and work with the teacher daily. The students have the opportunity to write during Guided Reading time as well as at the Writing Center at least twice a week. On a rotating basis I have conferences with students concerning their independent/class work. I schedule my day so that Process Writing is the first activity of the day.and students also have the opportunity to do special journal writings throughout the week. So writing is emphasized not only during the Daily 5 but also specific instruction during Writers Workshop.
Daily 5
Each day we spend 45 to 60 minutes at Daily 5 Activitves. Each week the students receive a Daily 5 checklist that tells where they were for each day. Students rotate through two or three areas per day. We try to have these charts go home each week, but they usually go home on the following Monday. Students quickly understand the routine of the Daily 5 and rotate quickly and quietly to their next activity. If they are unsure of where they are to go, they know where to look on the Daily 5 Center Board. As a special note, we are making some changes in our groups. Mrs. Parenteau and I are "sharing students" based on specific skills that need to be worked on. The time frame is 30 minutes out of our 60 minutes. Students
spend their time with Read to Self and Guided Reading with Mrs. Parenteau, Miss Donato and Mrs. Curboy, our practice teacher who also leads groups at this time. Upon their return they will either work directly with a teacher on a specific skill or rotate into one of the other daily five's.
Choice #1: Read to Self
We have an anchor chart we created together as a class to define what this should look like and what the students and teacher will do during this time. The most important aspect is that the students understand that the best way to become a good reader is to READ! They are held accountable for reading “just-right books” from their individual book bins. Students are given time to do Read to Self activities and are endouraged to do so during free time. Students are expected to do at least one book report each week from their book bin. This must be done by Friday of each week.
Choice #2: Read to Someone
Again, we have an anchor chart we created together as a class to define what this should look like and what the students and teacher will do during this time. We go through the procedure of: how to choose a partner. How to sit with a partner (EEKK), how to check each other for understanding, and how to be a coach to your partner. We spend a few weeks really modeling these and role playing how it should and shouldn’t look. The students LOVE this reader’s workshop choice and I want it to be a successful time for them. This time allows for more time to practice strategies, helps to build fluency, check for understanding, to hear their own voice and gives time to share reading as a learning community.
Choice #3: Listen to Reading
We created an anchor chart as a class that defines what this should look like and what the teacher/students will do during this time. It is important that students hear good examples of literature and fluent reading for this choice. It helps to build vocabulary and models fluent and expressive reading. We are fortunate as a class to have a membership license to Raz-kids---go to http://www.raz-kids.com/ if you are unfamiliar with this resource. Students usually listen to Raz-Kids during their Computer time, if I have scheduled another activity for
the Listening Center. I often will have students listen to stories from their Basils followed by a Comprehension activity. At other times they
may listen to a book from our Author of the month. This may be followed by some form of a book report or an art activity. This is all done to
continue students interest in reading and devoloping good listening/comprehension skills.
Choice #4: Work on Writing
Just like reading, the best way to become a better writer is by practicing writing each day. Upon entering class each day students write in
their daily journals. These writings may change each day. Students may be writing sentences using their spelling words; learning how to write
a sentences. Students may write about what they did over the weekend/vacation/blizzard; or a special program that has been presented at
the school. As their ability increases so does my expectations. At the Writing center students are given different topics to choose from and
to write about. Writing is a step by step process and students are encouraged to use the graphic oraganizer that we use during the writing
workshop. By the end of first grade, students should use capitals, periods, question marks and exclamation points in all the appropriate places.
Writing is not only getting your ideas down in an orderly, understandable sequence but, also, implementing the correct mechanics.
Choice #5: Word Work
There are many worthwhile literacy centers that support word work. At the beginning of the school year, I assess the students’ ability to recall and read first grade “word wall words”. This helps me to plan for specfic skill activities for each student. Expanded vocabulary and correct spelling allow for more fluent reading and writing thus speeding up the ability to comprehend what is read and get thinking down on paper.
I have various baskets that students choose from to reinforce what we have already practiced as a class. These may include: word work on contractions, homonyms, synonyms, antonyms, compound words, write the room center, rainbow words (writing words with various markers), big book find (looking for specific words in a big book), etc. My favorite activities are those that link the words with text! . Students are required to find/locate particular words in the “just right books” they are reading. I’ve found that having students practice words in the context of reading…books that are just right for them…helps them to transfer what they know to finding it and applying it in a text!
Reading Strategies
Comprehension- “I understand what I read.”
- Check for Understanding: We have learned that it is very important to not only do our best reading, but to also do our best thinking! We know it is necessary to stop often during reading to make sure we have understood what we are reading. Practice this at home by stopping every so often during the story. Your child should be able to give a quick summary of what they just read. Who was the story about? What has happened so far? Go ahead and use the words, “Let’s check for understanding,” with your child. They know just what it means!
- Back up and Reread: Have you ever read a page or two of a book and suddenly realized that you don’t have a clue what you just read? What do you probably do? You back up and reread it! This strategy is important for children to try when they have not understood something they just read. By backing up and reading a section or page over, they will hopefully take their time and focus in more which will lead to a clearer understanding!
- Name the setting: The setting is where the story is occurring and when it is happening.
- Know the title, author and illustrator: Your child should know how to recognize the title, author and illustrator (if there is one) in every book that they read.
- Retell the story: Tell what happened at the beginning, middle and end of the story.
- Making connections: We discussed 3 different connections that the student can make while reading.
- Text to Self: The student tells how he/she has something in common with the characters or the story.
- Text to World: The student makes a connection with the knowledge that he has with something in the book.
- Text to Text: The student makes a connection between two books (same characters, setting, etc.)
- Identify Fiction or Non-Fiction: The student can tell if it is real facts (non- fiction) or a made up story (fiction).
- Make predictions: Your child is practicing stopping in the story and thinking about what might happen next. It should make sense with what is happening in the story but doesn’t have to be correct.
- Know author’s purpose: Your student can determine what the author’s purpose was in writing the book (to inform, to entertain, etc.).
- Use text features: This is most important in non fiction text. The student can use titles, headings, captions, and graphics to understand more about what is happening in the book.
- Ask questions throughout reading: Your child is working on thinking and asking why while reading. They are realizing that good readers continue to ask questions throughout the reading process.
Accuracy- “I can read the words.”
- Cross-Checking: Your child has been learning to stop when they have just read a sentence that doesn’t make sense or if they get to a word that they just don’t know. After they find that tricky word, they ask themselves some questions: “Does the word I’m reading (or thinking it could be) match up with the letters or picture I see on the page?” “Does it sound right?” “Does it make sense?”
- Tap the word: This is a strategy that we emphasize in Fundations (our phonics program) and use to read and spell words. Your child should be able to use their fingers to tap out each sound (it is a tactile way to sound out words).
- Say it fast: Your child is working on reading the words after tapping the word. Your child should get their mouth ready to say the sounds, say and tap each sound, and then say the sounds fast to say the word.
- Know letters and sounds: We have to know the sounds of the words to read and the letter names to spell.
- Flip the sound- This is a strategy that the students use as they begin to encounter words with long vowels. We have discussed short vowels so it is natural for them to read the words with a short vowel sound. If that way does make sense in the story we say, “Flip the Sound.” They then say the long vowel sound (it always says its name). Example: If the word “cake” is in the story, your child may say “cak”. That does not make sense. So then, they should say the long vowel sound and say “cake”. That word should make sense with the pictures or rest of the sentence.
- Find Chunks in words: This means that the student is finding smaller words or parts in the larger word.
- Know trick words: Your child is practicing reading our trick words in stories. Your child should be able to recognize these words automatically while reading.
- Play with rhyming words: Students can see a word like “cat” and know the words, “mat, hat, bat, etc.
- Identify compound words: Students notice that there are smaller words in larger words. For example, cupcake is a compound word that students can read if they break the word into its two words.
- Skip the word and come back: The student can skip the word and then come back after reading the rest of the sentence. It might give context to what the word is and how to say it.
Expand Vocabulary- I know, find, and use interesting words.”
- Tune into Interesting Words: We are excited to learn new words and figure out what words mean. When this happens at school, the word is explained and then added to our Word Collector. We refer back to the words often as this will deepen their understanding of them and expand their vocabularies. Perhaps you could keep a notebook at home to jot down interesting words that you and your child come across when reading.
- Voracious Reading: This is a strategy that we used to get excited about reading and finding new words while we read. Reading takes practice and is something we must do a lot to be able to read our best. We want to read as much as we can to get better in reading!
- Ask for help defining the word: Student can ask another person (adult or other student) if they come across a word they do not know. The student records the word and page number on a new words chart and then can ask when reading time is over (if it is silent reading time).
- Use a tool- dictionary, thesaurus, or glossary: The student can use a dictionary as a tool when they don’t know a word while reading.
- Use other words to help (context) and prior knowledge: Students can use words within the rest of the sentence or paragraph to know what a word means.