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FOSTERING INDEPENDENCE WITH THE DAILY FIVE
 

FOSTERING INDEPENDENCE WITH THE DAILY FIVE

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This presentation explores "THE DAILY FIVE" in action.

This presentation explores "THE DAILY FIVE" in action.

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    FOSTERING INDEPENDENCE WITH THE DAILY FIVE FOSTERING INDEPENDENCE WITH THE DAILY FIVE Presentation Transcript

    • Presented by Angela Maiers Fostering Literacy Independence
    • Teaching With Purpose
      • How is what I am having children do today creating powerful readers, writers, and thinkers for tomorrow?
    • Modeled Instruction : Direct, Explicit Instruction Shared Instruction : “ Shared” Comprehension Guided Practice: Practice with my support Independence!! THE PATHWAY TOWARDS INDEPENDENCE
    • Establishing a Gathering Place Gathering kids in front for instruction, releasing them back to share their thinking represents the steady flow that’s at the heart of effective teaching and learning Harvey and Godvous, Strategies that Work (p.31)
    •  
    •  
    • Modeled and Shared Instruction
      • Time: Daily 10-15 minutes
      • Focus: Comprehension!
      • Strategy Work
      • Genre and Author Awareness
      • Fluency
      • Word Solving in Context
      Whole Group
    • Early Reading Lessons
      • Early Print Concepts-Book Handling
      • Directionality
      • One to One Matching
      • Letter ID
      • Letter, Word, Sentence Awareness
      • Link of Sound/Symbol
      • High Frequency Words
      • Fluency
      • Phrasing
      • Reading Enjoyment
      • Reading Cues (M, S, V)
      • General Reading Behaviors
    • Large Group Makeover Materials Friday Thursday Wednesday Tuesday Monday
    • Guided Practice Small Group
    •  
    • Independent Reading Reading Practice
    • Specific Time 10-15 min DAILY Independent Level Real Reading CONFERENCE!!! Anytime Any Amount Any Book Any Behavior No Conference Independent Reading DEAR TIME/SSR
    • Free Choice Reading Reading Center
    • Three Ways to Read to Self
      • Read and talk about the pictures
      • Read the Words
      • 3. Retell a book you know
    •  
    •  
    •  
    •  
      • It is not enough to be busy, so are the ants. The question is:
      • What are we busy about?
      • Henry David Thoreau
      Independent Practice
    • Independent Practice What do we need them to get good at?
      • You read to yourself
      • You read to/with someone else
      • You listen to reading
      • You write
      • You do word work
      The Daily Five
    • You Read To Yourself
    •  
      • 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)
    •  
    •  
      • You read to yourself
      • You read to/with someone else
      • You listen to reading
      • You write
      • 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 Center
    • Big Book Reading Reading Center
    • Dramatic Retellings Oral Language
    • Oral Language Story Sequencing
    • Read the Room Reading Center
      • You read to yourself
      • You read to/with someone else
      • You listen to reading
      • You write
      • You do word work
      The Daily Five
    •  
    •  
    • Listen and Read
      • You could…
      • Listen and Visualize/Sketch
      • Listen and Retell
      • Listen and Write
      • Listen with a Partner-”Say Something”
      • Listen and Respond
      • Listen and Act Out
      • 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
      • You read to yourself
      • You read to/with someone else
      • You listen to reading
      • You write
      • You do word work
      The Daily Five
    •  
    •  
    •  
      • You read to yourself
      • You read to/with someone else
      • You listen to reading
      • You write
      • 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)
    • ENVIRONMENT MATTERS!!!
    • 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 Work Word Work
    • Letter Play Letter Formation Alphabet Sequence Word work
    • Letter Play ABC Books and ABC Collage Word work
    • 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 word
      • A word is a sequence of letters that go together
      • The letters in a word progress in a certain direction
      • Words have meanings
      • Words are written the same way every time
      • Words are defined by white space ion either side
      • Other words start/end like my name
      • I can say a word and connect sounds to it
      • Words can be put together to make a message
      • Words have different meanings when put together with other words
    • Name Chart
      • A arron Grayson Matt Rodney
      • A lex Gabriel Marcus Rebecca
      • A ndy Rachel
      • Cameron Isabelle Octvious Steven
      • Christi Ike Santana
      • Deb Kathryn Peter William
      • Dee Kaitlyn Pam
      • Erin Lindsey Yvette
      • Eric
      • 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 Play Word work
    • Search and Tally Word Play Big book center
    • Reading Masks me the
    • Word Play Room Hunt
    • 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 Play
    • Word Play Word Wall Activities
    • 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
      • 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 Play Alphabetical Words
    • Word Play Word Sorts
    • Closed Sorts
      • Students sort their words by criteria set by teacher.
      gray brake bait clay plate trait say cape brain stay blame chain vy ay cvce aCe cvvc ai
    • 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
      flake safe brain brake flake trait plate plate gray clay cake stay blame bake blends making a cake
    • 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
        • 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
      • 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
      • Colored Markers