Christine--do you have the book "the daily five"? I read the book before trying the parts that fit with my style.
I started this from day one. (I incorporate Discipline without Stress, Reasponsive Classroom philosophies as part of my management). My daily fives are 1. read independently, 2. write independently, 3. listen to reading, 4. read to someone and 5. word play. We practiced each activity for a week. So week 1 we just did independent reading for 15 minutes after modeling behaviors. Students had an objective during independent reading--to look for connections). After 15 minutes we came back to our circle and everyone shared and listened. This gives me an opportunity to help them with oral language and them to learn listening skills. We fine-tuned throughout the week!! On week two I added independent writing (which we had already done as a class the week before so the students already had the behaviors down). We had 2 groups ind. reading and ind. writing for 15 min then we share; then rotated for 15 min and then shared. This took about 60-75 minutes. On week 3 we added read to some one (these behaviors expectations had been modeled before whole class); on week 4 we added listen to reading. And on week 5 we added word play. Currently we do 13-15 min rotations as follows D5-share-D5-share-D5-share-D5-share-D5-share. Students share the book they have read--read a passage, a new word they have learned and students share the story they wrote. I might do a mini-lesson on conventions, word usage, spelling, decoding, ---the students can then use that info during their next avtivity . This takes no more than 90 minutes. While this is not exactly Daily Five yet---I'm working towards it. This took a lot of modeling at the beginning of school---I feel comfortable that it's working. Everything the students do independently is practice--aside from learning new words from their reading. I am now able to really concentrate on individual needs of students and differentiate their objectives as they work independently. I had a sub (a retired first grade teacher) the other day and she was astounded at how well the students worked independently and that they were all on task and knew their task. The share part is the most enjoyed by the students and they prepare for that by doing their work. I do have a great class. I don't know if this would have worked with my class last year. However I have always had success with 4 of the D5's--reading, writing, word play and listening. Reading to someone was new as an activity. And this has the most concerns because sometimes both partners don't cooperate. What do I do?----I observe, I listen, pull small groups, work with individuals, test, ..... Of course, it does not go perfectly everyday but it runs smooth everyday--- The DRA's for the first trimester ranged from 0 to level 10 with the average being about 6. I have 5 EO's, and 15 ELLs. The lowest level students were new the last few weeks. And 17 of my students were able to name a title of one of their favorite books and discuss it. Hope this helps and I agree with you that our students need more time to just read!! olga --- Christine Halliday <[EMAIL PROTECTED]> wrote: > > I'm looking for some support/suggestions. I work in > an inner-city, Title I school. This year, I'm > trying to implement Reader's Workshop using the > Daily 5 plan. My students are up to @ 23 min. of > independent reading (except for the few who can't do > 5 min.) and @ 13 min of Read to someone. Here are > the issues: what to do with the hand full of > students who truly seem unable to sit and read for > more than 3-4 minutes. Also, I am the only teacher > in my building using this form of Reader's Workshop; > most other classrooms use centers. the students > rotate through them during the Reading Block. I use > to do this, but my reading has convinced me that > what students need to do is read more. How do you > all fit it in? I have a 75 min block. @ 30 min for > read to self; 20-30 min for read to someone; 20-30 > min for teacher instruction; 20 min for writing > workshop. when do I do vocabulary, spelling, > grammar? Right now, I steal minutes from reading or > writing to slip in in. Doesn't feel satisfactory. > How do you all manage? thanks! _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
