FOSTERING INDEPENDENCE WITH THE DAILY FIVE

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 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 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 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

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FOSTERING INDEPENDENCE WITH THE DAILY FIVE

by Angela Maiers on Dec 11, 2007

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FOSTERING INDEPENDENCE WITH THE DAILY FIVE — Presentation Transcript