Hi to Kathleen and Beverlee,
Regarding the Daily Five program. In BC for many years we've worked with
various terminology basically dealing with "some of everything" and "real
reading and writing" (not worksheets, etc., or at least not mostly). The most
recent incarnation of more than a decade is the "balanced literacy program"
(reading, writing, listening, speaking -- and we must include visual literacy
here too).
I liked what I've read from "the sisters" with one exception. I regard their
individualized daily reading program as much too onerous on the teacher as to
workload. I have a program (component) that works much better -- once you've
put in the "front end" time to set it up. I based my daily partner reading
(a.k.a. scaffolded oral reading but the name is too 'stiff' ;-) ) on the
earlier work of Anna Ingham ("blended sound-sight", now old). But you must
tighten up expectations on your children (so this is a "structured daily
partner reading"). Here are some of the advantages:
• put at 1 pm (right after lunch play time outdoors), your kids will be on the
job quickly, within minutes of the bell, and this routine improves time on task
drastically
• takes advantage of several aspects of Richard Allington's "five missing
pillars" of reading instruction, especially self-selected material, student
matched to text level
• then also you can slot in adult volunteers, highly valuable ! (but the kids
have their 'regular partner' if their adult isn't there that day)
• oral reading means students are accountable for 'all the words' -- with
silent reading, I've had even good readers tell me, "oh I skip the hard words"
• 'structured' means students record their books, you check that, and you do
frequent random checks for new vocab and comprehension; also running records
(on the fly ;-) )
• we spend about 25 minutes reading (one partner, then switch); then vocab or
comprehension work as a group while a few kids get new books (and record) then
join us
I have given workshops on this program for fifteen years so there is much more
in the details! But the main difference from the Daily Five is that you have
several sets of books (real books, mostly, not PM skinny little books ;-) )
and you and the child agree as to which set they are on. You coach them as to
making a good choice. Kids love this program. I have used it from grade one
(but mid-year start) through grade five, and with LAT/Resource Room students as
well. I have taught older kids who had given up -- kids in grade 5 or 6, but
reading at grade 2 level, and if I can have them two or three years they can
*approach* grade level. Typically we would have three sets of books -- be sure
to put them in different areas to improve traffic flow. But I would have a
'private arrangement' with kids who were above or below those levels.
Like I said, this is a *component* of your balanced program. Many people have a
more permissive silent reading or partner reading -- but so many kids waste
this time, fool around, or just look at books (boys and non-fiction is a good
example of that). It takes some rustling the bushes to build your book sets the
first year (but we have our ways ;-) ). I have an alternative I learned from a
grade six teacher for that level (based on individual reading, not partnering).
I am keen though to hear what others have to say about the Daily Five! I am
noting in our area many teachers enthuse about their workshops, but I don't
know anyone who's taken on that individualized reading bit?
Linda Rightmire
SD #73
Kamloops, BC
>
>Many primary teachers in our school are moving to the daily five. I have
>read the book but have not attended any workshops or conferences on this. I
>would love to hear your opinions based on your observations and experience!
>
>
>
_______________________________________________
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
