Presentation for South Otago teachers
Upcoming SlideShare
Loading in...5
×
 

Presentation for South Otago teachers

on

  • 529 views

 

Statistics

Views

Total Views
529
Views on SlideShare
515
Embed Views
14

Actions

Likes
0
Downloads
1
Comments
0

1 Embed 14

http://silverstream2.wikispaces.com 14

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Presentation for South Otago teachers Presentation for South Otago teachers Presentation Transcript

  • Daily 5… (and other bits and pieces) Janine Johnston Silverstream 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 Someone  Read 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 support learning  Very 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?