Academic Areas
Daily 5
Chapters 1 & 2
Math
A program used to incorporate multiple literacy practices, The Daily 5 keeps students active, engaged, and related to topics. Through teacher and student choices, it is used as a framework to create an instructional routine and promote classroom management. Chapter one discussed the changes The Daily 5 has made since its initial development. The atmosphere and roles of the classroom were transformed to fit an individualized learning framework. Teacher instructional expectations went from teaching a single concept once, to teaching it multiple times for student achievement. In chapter two we found respect and community, choice, and the ten steps to independence to be the core beliefs out of the seven principles. Each of the seven beliefs is important and contribute to the success of The Daily 5, but the three listed above are the baseline for the success of the program.
The Daily 5 opens with a quote from Regie Routman: “The typical teacher has children doing a lot of ‘stuff.’ How is what I am having children do creating readers and writers?” As teachers, we are always working to keep students active and engaged to ensure their attention is academically focused, but we forget that work needs to be meaningful. Students who engage in busy work are not putting forth full effort into their assignment because they do not see the benefits. Before chapter two, Marie-Nathalie Beaudoin states, “respected adults engage in respect-full interaction in which respectful students can bloom.” Without mutual respect and an inclusion classroom culture, student-teacher relationships will not contribute to the success of a students development.
In our future classrooms, incorporating core beliefs will help us to meet multiple student needs. Giving students choices in their literacy development will keep them invested in their success. Each classroom can determine how to incorporate The Daily 5 in their own classrooms which is what makes the framework so versatile. Because each teacher teaches differently and each child learns differently, The Daily 5 is adaptable to individual needs. Some may assume that giving students a sense of independence would distract them from their success, but with the right expectations, choices, and core beliefs students have more opportunities to succeed.
Written Fall 2018 during PLC meeting with Alecia Kimball, Megan Wagaman, Matt Jacobson, and P.J. ten Hoeve.
Chapter 3
Chapter three lays out ten steps to teaching and learning independence. Step one, identify what is to be taught, seems simple but is extremely important. Using a medium for identification, for example, an I-chart will help keep learning organized. Step two, set a purpose and create a sense of urgency, tells us why we have to do something. When students are happy and comfortable, they are better able to engage in what they are doing. As teachers, we want to help students understand the importance of reading to the point where students will not let anything distract them. Step three, record desired behaviors on an I-chart, helps students visualize their behavioral goals. Writing the positive things you expect from them on the board versus the negative things you want them to avoid will help to keep their attention. Step four, model most-desirable behaviors, allows the behaviors to come alive. Teachers need to become extremely familiar with the concept of behavior modeling. Step five, model least-desirable behaviors, then most-desirable behaviors again, is important in building independence. Students will have the opportunity to feel and see expectations instead of strictly hearing them. Step six, place students around the room, is important for a classroom setting. Students placed in the same spot for a long period of time can be detrimental to the classroom atmosphere. Step seven, practice and build stamina, looks different in every classroom. Depending on your students personalities and interests, this step lets students have more control of their behaviors. Step eight, stay out of the way, gives students the independence to practice. Give students space to work until they reach the end of their stamina. Step nine, use a quiet signal to bring students back to the gathering place, helps with classroom management. And finally, step ten, conduct a group check-in, keeps reflection and personal success an important aspect of student learning.
These ten steps will be vital in the development of our future classroom in terms of keeping students trust and giving choices to ensure students ability to be independent. Because all classrooms will look and feel different, these ten steps can be used as slowly or as quickly as necessary.
Written Fall 2018 during PLC meeting with Alecia Kimball, Megan Wagaman, Matt Jacobson, and P.J. ten Hoeve.
Chapter 4
Chapter four answers the question of how to begin using The Daily 5 by creating mental checklists and gathering materials. Transitions used throughout literacy blocks make the time more manageable and organized. The author refers to chimes as quiet signals to use as a strategy in the classroom. Oftentimes one or two individuals will not respond to transitions, but in that case, teachers are to have quiet conversations with each student. Interactive whiteboards and book boxes allow students to engage in their own choices. Book boxes give students opportunities to pick an appropriate book at their own reading level. Finally, the chapter discussed the importance of using tools, having a focused gathering place, and an effective classroom design. Students respond to their environments; therefore, each of these components needs to be relatable and student-centered.
The chapter opens with a quote from Steve Jobs: “Because believing the dots will connect down the road will give you the confidence to follow your heart even when it leads you off the well-worn path.” Trusting the process and following your beliefs highlights the idea of using your confidence to connect each individual students dots. Because each student has the ability to learn, make decisions, and process information differently, it is important as teachers that we trust our own process of teaching, along with The Daily 5’s process.
In the development of our own classrooms, this chapter will be beneficial especially when setting up a classroom environment and creating manageable, organized blocks of instruction. Continuing to give students independence and confidence is a product of the teachers ability to display their own confidence as well. Although chapter four is group oriented, the ability to make individual student decisions is possible. Adapting an environment or lesson is extremely possible when following the components of the beginning use of The Daily 5.
Written Fall 2018 during PLC meeting with Alecia Kimball, Megan Wagaman, Matt Jacobson, and P.J. ten Hoeve.
Chapter 5
Chapter five provides information about how to begin the first part of Daily 5: read to self. The Daily 5 outlines the importance of reading the pictures, reading the words, and reading the stories. For young readers starting with reading, the pictures allow students to cross-check their reading of pictures to make meaning of the story. As students progress in their reading ability they are able to then move on to finally reading the story as a whole. The teaching process of these reading strategies should be reviewed often to allow for the greatest understanding of ways to read. This chapter also outlines foundational lessons for teaching; these are the three ways to read a book. The program addresses the method of I PICK good-fit books, and choosing a successful spot. The I PICK ( I - Purpose - Interest - Comprehend - Know) good-fit books is a strategy for students to independently choose a book at their independent reading level. Teaching this strategy allows for students to pick books that interest them at their own reading level. By the end of the first day, you should have taught, 3 Ways to Read a Book, How to Choose Good-Fit Books and I PICK, and Underline Words I Don’t Know How to Spell. From there the author moves on to adding other foundational lessons; the work on writing foundational lessons, read-to-someone foundational lessons, listen-to-reading foundational lessons, and word-work foundational lessons.
The fifth chapter begins with a quote by Regie Routman explaining the advocation for reading programs and designs.
“Just adding more time and space for independent reading is not enough. I’m advocating a carefully designed, structured reading program that includes demonstrating, teaching, guiding, monitoring, evaluation, and goal setting along with voluntary reading of books students choose… When an independent reading component is added, test scores go up.”
Including every aspect of a structured reading program will not only help teachers stay organized, but it will also ensure instruction is taught in an appropriate order. Group instruction is beneficial and necessary, but in order to continue to ensure students are moving forward, independent reading instruction needs to be implemented. Encouraging students to participate in reading programs and giving them opportunities to independently read is proven to increase test scores and reading rates.
This chapter is important in our future teaching because it allows us to have a place to start on the first day of reading instruction. The tools outlined in the chapter can easily be transferred into our classroom as this chapter is directly for teacher instruction methods of the first step of the Daily 5.
Written Fall 2018 during PLC meeting with Alecia Kimball, Megan Wagaman, Matt Jacobson, and P.J. ten Hoeve.
Chapter 6
Chapter six looks at all of The Daily 5 activities and their foundation lessons. It starts out looking at the read-to-self foundation lessons, which references three topics; three ways to read a book, I pick good-fit books, and choosing a successful spot. Choosing a successful spot to teach students so they can become responsible in choosing where they sit during their read-to-self time, is valuable. After the read-to-self foundation, the book moves on to talk about the work-on-writing foundation. The first part of this underline words unknown and how to spell them. The two sections of this foundation explain how to set up a notebook and choose a writing topic. The chapter then moves into the foundation of read-to-someone which represents how students should sit while doing partner work. There are many foundational pieces to this section starting with EEKK (elbow, elbow, knee, knee). Voice level is the next foundational piece which is used to model the voice level students should use when reading to someone else. Listen-to-Reading Foundation focuses on three main sections: setup and cleanup of the technology, listen and follow along, and technology age fairness and equitable use with a limited number of devices. Each of these sections allows students to apply their instruction in different mediums of technology appropriately. The Word-Work Foundation section focuses on the process of setting up and choosing materials. Students need to know how to use, choose, and find materials that work best for them.
Foundation Lessons opens with a quote from Socrates: “The secret to change is to focus all of your energy, not on fighting the old, but on building the new.” As a teacher, we have to be able to adjust and accept every aspect of students previous knowledge and experiences. Without acknowledging students backgrounds, making future progress and connections will be close to impossible. Learning allows us to build upon old information, process new information, and relate the two in order to make real-world connections. This quote promotes the basis of education and how instructional practice should be conducted.
This will be valuable in the classroom because it sets the foundation for constructive lessons. There are multiple different foundations and various focuses teachers can use to maintain and improve their students success. Even some of the most basic aspects of the classroom and instruction can make large advances in students learning ability.
Written Fall 2018 during PLC meeting with Alecia Kimball, Megan Wagaman, Matt Jacobson, and P.J. ten Hoeve.
Chapter 7
Chapter seven introduces when to launch The Daily 5. It focuses on the ability to write, read, and make choices. Writing workshop is a main component of launching the work on writing portion of The Daily 5. Before beginning the writing segment, the class reviews Read to Self expectations and the importance of conversational sounds. The Daily 5 produces sustained writing, which include: persuasive writing, friendly letters, narratives, reports, and procedural writing. The main takeaway from chapter seven focuses on student choices. In order to produce quality writing and participate in valuable reading, students must have choices on the topics. The more relatable the topics are, the more passionate students will be about beginning their reading and writing forums. Giving students choices gives them the opportunity to feel responsible for their learning and what they retain.
To begin the chapter, Thomas S. Monson states: “Don’t save something for a special occasion. Everyday of your life is a special occasion.” This quote exemplifies the importance of allowing students to choose and pursue topics of their desire. This quote implies to not wait for the next procedure to move students ahead; if individual students are ready, they can begin their individual progress. Everyday is a chance for students to improve their ability to read and write with or without teacher guidance. The R-W-RS-L-WW program allows students to make their own choices, follow directions, work with others, and improve at their own pace.
Understanding the importance of the reading and writing program and its order will help teachers in the classroom make the most progress possible. Reading and writing apply to every other content area in education, so students ability affects the rest of their academic success. Giving students choices and freedom to apply themselves in individual ways has the potential to increase their motivation. An increase in students motivation only increases their opportunity to succeed. All of these components will be valuable in the classroom because of the order of operation and organization The Daily 5 reading and writing program provide. It allows students and teachers to be flexible with instruction and topic choices, but it has a strong structure as a baseline for classroom success.
Written Fall 2018 during PLC meeting with Alecia Kimball, Megan Wagaman, Matt Jacobson, and P.J. ten Hoeve.
Chapter 9
Chapter nine is about returning to core beliefs through four levels: reflection, extra support, in-class modifications, and gradual release of in-class modifications. We have to ensure that before we move students have completed the first necessary steps. We can’t expect students to succeed if they don’t have a personal understand as to why the process and information is important. During extra support, teachers have to be sure they are approaching students at appropriate times. Usually in private or during non instructional time is the most appropriate in order to keep from embarrassing or causing a scene in front of the rest of the class. Modifications and check-ins are important to ensure students are reaching their goals. If students are struggling, modifications need to be made in and out of the classroom to keep students progressing. Individual and class check-ins should be implemented often; this allows students to be in charge of their own goals but also allows teachers to view progress.
The chapter began with a quote from Theodore Roosevelt: “Do what you can, with what you have, where you can.” The overall view of the chapter is about addressing parent volunteers, guest teachers, new students, and challenging students. Roosevelt’s quote perfectly aligns with the expectations for each populations. The basis of teaching comes from the idea that we can share our gifts with our students in order to enhance their lives. By doing what we can, however we can, and wherever we can, we’re increasing our students and colleagues ability to succeed.
In our classrooms, we need to be able to provide the modifications, extra support, and correct order of steps to help our students reach their full potential. By including other groups in the students life, we are not only creating an educational balance in school, but hopefully in the home as well. If every educator put student needs first, followed Theodore Roosevelt’s quote, and synchronized with other social links in the students life, the potential for success rates would increase.
Written Fall 2018 during PLC meeting with Alecia Kimball, Megan Wagaman, Matt Jacobson, and P.J. ten Hoeve.
