Fostering Independence With The Daily Five Independence May 2010

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This presentation addresses the structures, routines,and rituals that promote literacy independence. (Based on The Daily Five)

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  • Fostering Independence With The Daily Five Independence May 2010

    1. 1. Fostering Literacy Independence Presented by Angela Maiers
    2. 2. It is not enough to be busy. The question is: What are we busy about? Henry David Thoreau
    3. 3. Reading Practice
    4. 4. DEAR TIME/SSR Independent Reading Anytime Specific Time Any Amount 10-15 min DAILY Any Book Independent Level Any Behavior Real Reading No Conference CONFERENCE!!!
    5. 5. We need LOTS of practice... 1. Read to ourselves 2. Reading with other readers 3. Listening/Speaking 4. Writing 5. Working with Words Based on “The Daily Five”
    6. 6. Read to Self
    7. 7. Free Choice Reading Reading Center
    8. 8. Three Ways to Read to Self 1. Read and talk about the pictures 2. Read the Words 3. Retell a book you know
    9. 9. Read to Someone
    10. 10. Photo Source: http://www.flickr.com/photos/fcpl/4541058765/sizes/o/
    11. 11. Work on Writing
    12. 12. image source: Flickr by Sitch - http://www.flickr.com/photos/stitch/12738176/sizes/l/
    13. 13. Work on Words
    14. 14. Image source - Flickr by mainblanche: http://www.flickr.com/photos/erwan/1816858054/sizes/o/
    15. 15. Listen to Reading
    16. 16. Image source - Flickr by fritzon: http://www.flickr.com/photos/fritzon/3912894798/sizes/l/
    17. 17. I PICK 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
    18. 18. The Shoe Lesson (adapted from The Daily Five: p.31)
    19. 19. The Daily Five 1. You read to yourself 2. You read to/with someone else 3. You listen to reading 4. You write 5. You do word work
    20. 20. Read and Talk to Someone • Buddy Reading • Big Book Reading: “Say Something” • Dramatic Retelling • Story Sequencing • Read the Room
    21. 21. Buddy Reading Reading Center
    22. 22. Big Book Reading Reading Center
    23. 23. Dramatic Retellings Oral Language
    24. 24. Oral Language Story Sequencing
    25. 25. Read the Room Reading Center
    26. 26. The Daily Five 1. You read to yourself 2. You read to/with someone else 3. You listen to reading 4. You write 5. You do word work
    27. 27. Listen and Read You could… 1. Listen and Visualize/Sketch 2. Listen and Retell 3. Listen and Write 4. Listen with a Partner-”Say Something” 5. Listen and Respond 6. Listen and Act Out 7. Listen and Re-listen
    28. 28. 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
    29. 29. The Daily Five 1. You read to yourself 2. You read to/with someone else 3. You listen to reading 4. You write 5. You do word work
    30. 30. The Daily Five 1. You read to yourself 2. You read to/with someone else 3. You listen to reading 4. You write 5. You do word work
    31. 31. 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)
    32. 32. 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)
    33. 33. Writing center
    34. 34. Letter Sorting Activities Practice with Names Word Work Word Work Letter Play Word Work Overhead center
    35. 35. Letter Formation Alphabet Sequence Letter Play Word work
    36. 36. ABC Books and ABC Collage Letter Play Word work
    37. 37. Learning the Words
    38. 38. Learning the Words
    39. 39. 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!
    40. 40. 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
    41. 41. Name Chart Aarron Grayson Matt Rodney Alex Gabriel Marcus Rebecca Andy Rachel Cameron Isabelle Octvious Steven Christi Ike Santana Deb Kathryn Peter William Dee Kaitlyn Pam Erin Lindsey Yvette Eric
    42. 42. Names: Kri sti “Getting to Know You”
    43. 43. Names: Kri sti “Getting to Know You” •Write the students’ first name (with last initial if two names are the same) on sentence strips.
    44. 44. Names: Kri sti “Getting to Know You” •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.
    45. 45. Names: Kri sti “Getting to Know You” •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.
    46. 46. Names: Kri sti “Getting to Know You” •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.
    47. 47. Names: Kri sti “Getting to Know You” •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.”
    48. 48. Names: Kri sti “Getting to Know You” •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).
    49. 49. High Frequency Words Word Play Word work
    50. 50. Word Play Search and Tally Big book center
    51. 51. Reading Masks me the
    52. 52. Room Hunt Word Play
    53. 53. Word Hunts
    54. 54. Word Hunts • Students look for other words that follow patterns they are studying
    55. 55. Word Hunts • Students look for other words that follow patterns they are studying • Provide newspaper for hunts
    56. 56. 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
    57. 57. 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
    58. 58. Sentence Book Match Sentence Play
    59. 59. Word Wall Activities Word Play
    60. 60. Critical Attributes of a Word Wall
    61. 61. Critical Attributes of a Word Wall • In a position that is easy to see from anywhere in the room
    62. 62. Critical Attributes of a Word Wall • In a position that is easy to see from anywhere in the room
    63. 63. 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
    64. 64. 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
    65. 65. 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)
    66. 66. 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)
    67. 67. 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
    68. 68. A about always around
    69. 69. Ways to Make Your Word Wall Stand Out
    70. 70. Ways to Make Your Word Wall Stand Out • Use black bulletin board paper for the background
    71. 71. Ways to Make Your Word Wall Stand Out • Use black bulletin board paper for the background
    72. 72. 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)
    73. 73. 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)
    74. 74. 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
    75. 75. Alphabetical Words Word Play
    76. 76. Word Sorts Word Play
    77. 77. Closed Sorts Students sort their words by criteria set by teacher. cvvc cvce vy ai aCe ay chain blame stay brain cape say trait plate clay bait brake gray
    78. 78. 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 making blends a cake bake blame stay cake clay gray plate plate trait flake brake brain safe flake
    79. 79. Blind Sorts
    80. 80. Blind Sorts • Blind sorts
    81. 81. Blind Sorts • Blind sorts – students are in pairs or small groups
    82. 82. Blind Sorts • Blind sorts – students are in pairs or small groups – one students calls words that are hidden from other students
    83. 83. 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
    84. 84. Speed Sorts
    85. 85. Speed Sorts • Speed sorts
    86. 86. Speed Sorts • Speed sorts – students sort word cards as quickly as possible
    87. 87. Speed Sorts • Speed sorts – students sort word cards as quickly as possible – may work in partners, small group or alone
    88. 88. 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
    89. 89. 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
    90. 90. Other Activities
    91. 91. Other Activities • Alphabet strips for alphabetizing words
    92. 92. 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.)
    93. 93. 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
    94. 94. 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
    95. 95. Staying busy at that makes us...
    96. 96. SUPER Readers

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