The Daily 5 Chapter 6

I'm a little late on this one.  I had intended to take my book with me on vacation and link up while I was there and when I got to the cabin and went to get my book to read on the back deck I was sad to see that I forgot the book. So here goes....better late than never. Right?

Thanks to Crystal at Kreative in Kinder and Little Miss. Kindergarten.

 

1. Experimenting with words for learning and practicing a spelling pattern (brainstorm a list of ways you can do this)

I plan to start with letter recognition gradually introducing ways that we can work on our sight words in the same ways. I will start with letter matching games where kids can practice matching uppercase with lowercase letters.  I will use:

magnetic letters

white boards

Play Dough with stamps or where they can roll the dough to make letters

letter tiles

stamps

file folder games

and anything else I come across with on Pinterest ;)

2. Memorize high frequency words (How often do you introduce new words? Do your students have their own lists of words that they can work on? How will you keep track of words that they already know?

Being a Pre-K teacher I have not started HFW till around the 4th quarter.  However, this year another Pre-K teacher and I have decided to start earlier.  I will start with their names on the word wall and all number, color and shape words at first.  I have seen some great ideas where teachers have put words into groups and used sticker books where kids get stickers when they learn words and celebrate as a class when everyone in the class learns a list.  I would like to use these ideas in my room.

3. Generalize spelling patterns (brainstorm a list of ways you can do this).

At the beginning of the year I will be working on basic sight words.  Later in the year I will work on word families and use those spelling patterns. I will not get into phonemes and blends.

4. Adding to our knowledge and curiosity of unique and interesting words. (What is the best way to do this?)

As far as nonsense words go, I have not experimented with these at all and wouldn't even know where to begin.  Since I am just starting with sight words I think I want to focus on that this year and perfect that before trying something else.

Other things to think about:

· What materials do I already have?

I already have the materials that I listed above in question one.  I also have boxes/baskets to store them in and a shelf that I plan to keep everything on.

What materials would I like to get?

I wold love to have some more baskets/bins from Really Good Stuff to make everything uniform but for now I will use my hodge podge of storage containers since I have already bought new baskets for my library and book bins for my kids.

How will I store them?

I will use boxes/baskets to store each activity. Stamps, magnetic letters and tiles will have Ziploc bags to hold them so that students can grab a bag and take it to their work space.

· Where will students work?

Students will be able to work wherever they like.  I will likely encourage students to work at their seats for some activities but I want to keep with the theme of giving them choice. 

Writing

As I read the writing portion of this chapter I was faced with some ideas completely opposite of what I had originally visioned writing looking like in my room.  Since my students will not have any prior knowledge of writing or letters, much less words I have to consider what they are capable of.  As the year starts, I was to have the kids working on the mechanics of writing.  I have a specific are that I intend on using for writing that will be the writing center.  In the writing center students will have a choice of what they want to do.  Students will be able to work on letters, sight words or writing their names or friends' names.  I will have paper, slates, magnetic boards, and white boards for students to write on. Once students have the mechanics down and we have worked on sounding out words I will have them start drawing pictures and labeling them.

P.S. I typed this on my lap top which seems to have a mind of its own.  It tends to jump around and I wind up typing or deleting in places that I don't intend to.  So if I have a ton of errors here.... sorry!

The Daily 5 Chapter 5

Read To Someone & Listen To Reading

Read To Someone Brought to you by:

1. Why should students be reading to someone?

(What is the purpose for reading to someone that each student should know and understand?)

I think that by providing students with the opportunity to read to someone they are doing more than reinforcing those reading skills.  They are also getting some valuable social interactions.  Students who are reading to each other are getting to hear how others their age reading.  I think that this will encourage students to want to become better readers.  They will want to be like their peers who read better than they do or they will want to impress their friends with how well they read.  Students should know that by listening to someone else read and by having someone to coach them in their reading they will be improving their reading.

2. How can your students' EEKK?

(on bottoms only or laying out on bellies/backs, what is okay with you?)

I didn't give this much thought while reading this chapter. I just assumed that they would be sitting on their bottoms. I will have to give this some thought.  One part of me says that they should be on their bottoms but there is another little voice that says "let them get comfortable with the book."  I may just leave this up to the kids.  If I see that they are engaged in a book and there are no distractions or disturbances because of it, I will probably just let them continue on.

3. How can your students read to someone and how can you need to model these ways with your students?

I plan to teach read to someone as being the same as Read to Self, just with a partner. I want them to look at the pictures together, read the words if they can, and retell books that we read as a class.  By retelling to each other they will be able to check each others understanding. 

4. What is the one thing you have done with partner reading that ensures the success of your students?

I have not done partner reading in my class before so this is going to be new for me.


Listen To Reading brought to you by:

1. How will you instill the importance (or urgency as the sisters call it) of 'listening to reading' in your students and especially those students who have had little 'lap time' or reading done for them in their own homes?

I want to instill a love for reading in my kids.  I hope to do this by reading a variety of books to them and by encouraging them to become readers.   I want to make sure that I incorporate a variety of books into my whole group reading time so that all students will be able to find what books interest them.  Without exposing them to the books, how can we expect them to know what they like and to want to read?

 

2. What devices or strategies are you going to use to conduct listen to reading?' Will you use a community recording device with one cd and several earphones, individual cd players, tape recorders, ipod-type devices or computers?

 

I planned to set up a listening center with cassettes in it.  I have more books on tape available to me through my school than any other type of media.  Also, by only having to teach how to use one piece of technology I hope to cut back on distractions and issues.

 

3. What expectations will you have for your students during 'listen to reading' and how will you keep them on task and independent instead of needing your assistance when they can't manage 'devices?'

I plan to find a couple of "experts" in the class who are comfortable with the listening center and who others can count on when they need some technical help.  I will expect my kids to listen to the whole story and probably create a response sheet if there is time left after their story ends.

 

4. Do you have enough 'listening to reading' type materials? If not, what ideas do you have for securing these materials? Where will you store them? How will your students retrieve these items? Where will they be used (will there be a designated spot in your class for listen or reading or will it be their choice)?

My school has a large Literacy Library that is full of sets of books and books with tapes. I also have several headphones and adapters to attach multiple headphones to cassette players. This is one center that I haven't quite got the set up perfected in my mind just yet. I do not have an extra table that I can use for my listening center so I am looking at some alternate arrangements.

5. The sisters do not really talk about this in their book, but how do you feel about listening response sheets? Will listening to reading be just for 'listening' or will there be follow-up work required of your students? If there is reading response sheets, what will they look like?

I feel like response sheets are important because it helps keep the kids on task. I understand that listening/reading for pleasure is important as well but, I need to know that my kids stay on task. Since my kids aren't writers, they can just draw a picture of their favorite part.

 

I like this one from Kinder Craze

and this one from Mrs. Jump. (She also has more for specific parts of the book like: characters and setting that you can use if you are working on identifying those parts of a story.)

5. How can this station be differentiated to meet the various learning profiles, interests and/or readiness of your students?

By using the response sheets you can easily differentiate.  If you have some students who are starting to put words together, have them write 1-3 words of what their picture is of.  If you want different levels of books, just color code some baskets and let kids know which they should be selecting a book from.

WOW!!!! That was A LOT to think/read about.  If you are still with me, THANK YOU!

XOXO

~Amanda

 

 

 

Daily 5 Chapter 4

I feel like it has been forever since I have had some good quality time with my computer.  Last weekend we went camping and when I got back my mom put me to hard work on her pool.  Thank God we are almost done with that thing! Yesterday I was sad that I didn't get on here, in fact, I missed some great sales and an awesome flash freebie :o(  Now I am ready to post on this week's chapter for the kindergarten book study on The Daily 5. (better late than never)

A big thank you to Krissy Miner from Mrs. Miner's Monkey Business for hosting chapter 4!
   1) How far into the school year do you think kinders need to be to be able to begin the process of Read to Self? What is realistic? When do you plan to begin implementation?

This part really scares me. I understand why The Sisters say it is important to start the process right away but I am having reservations.  I think that I will probably start the beginning of second semester.  I only have my kids for a half of a day and getting in "every day routines" takes a lot of the time. (I know, I know this is going to be every day too.)  I will have to spend much of my time in the beginning of the year teaching the kids how to color in the lines and cut on the lines.

Let me just insert here... THAT is why I want to use the Daily 5.  When I spend so much time concentrating on coloring, cutting and gluing I start to lose my mind and wonder why in the world I had to go to college for that.  So, by using the D5 I will feel like I am doing more meaningful things.

Back to Q1: Realistically, I know that they will not be reading, even in November, but they can practice those book handling skills and they can look at the picture and retell a story.

2) How will you make sure that each child views him/herself as a reader (whether they are reading words or not)?

I want to incorporate some alphabet book,  books where kids can just look at the picture and know what the word is that goes with it.  I also want to stress the three ways to read a book so that kids know that by looking at the pictures and retelling a story are reading.

3) What are some ideas you have about "Launching Read to Self" in kindergarten? How will you go about it and what are some ways to make sure it is "kinder friendly"? 

I think I am going to do exactly what the book says.  Model, practice, review, repeat. I can't wait to see my kids all over the room with books in their hands. :)  As far as my I-Charts go, I would like to take some pictures of the correct models and add them to the chart so the kids and look and remind themselves of what they need to be doing.

4) How will you/do you build the children's belief that this IS important? What can we do to encourage the ones who do not value it and create disruptions for others?

I think that by modeling and practicing then talking about all the good behaviors, some of the problems will take care of themselves.  I like the idea of not drawing a lot attention to the negative behaviors and reminding the kids that they can do well because they did while modeling for the class. 

5) How valuable is Checking In and Reviewing with kindergartners? How often will you do it? When will you do it? What are some different ways to "check in"?

Starting off I will be checking in and reviewing often.  Once the kids build up their stamina and are doing well independently I will only check in and review as needed.  I don't want to fix something that is not broken.  If I see a problem, I will stop the class and them gather back at the carpet where we will review our I-Chart.

Here is a great anchor chart from Mrs. Richardson's Class

And some great reminders from Mrs. Miner.  I am going to print me one (or two) of these to put in my room as a remind to myself when I start to get frustrated.

Don't forget to check back next week for chapter 5 as we discuss Read To Someone and Listen To Reading

 

The Daily 5 Chapter 3

I have read the Daily 5 before but, I am finding myself reading things that I did not rememberbefore.  Maybe I just skimmed over chapter 3 in the past.  (Big mistake!) I found myself thinking that I missed out on some really good ideas. 

1. Establinsh a gathering place for brain and body breaks. 

In the past I have just told the kids "go to the carpet" or "it's carpet time".  I like the idea of making it something special like "the family room".  I think the carpet just got a name. :)

2. Developing the concept of "good fit" books.

Since I teach Pre-K I wondered if this part of the chapter really played in to my class.  Obviously my kiddos will not be reading.  The will be looking at the pictures and retelling stories that I have already read to them.  One thing that did make an impression on me was finding books of their interest.  I have been all about the boys lately.  I too often find books that I like and that interest me.  I even do this with my own kid, when we look for books for him to read I tend to direct him to what I think would be best rather than what interest him.  I am going to work on that because I want him to be a life long reader and not a survival reader.  I never read about dinosaurs or sharks in class and these are the things that boys love.  I want to make sure I am providing them with a good mix so that they will have a variety to chose from. 

3. Create anchor charts with students.

I have been very guilty of not making anchor charts with my Pre-K students.  I use the excuse that they can not read them.  This year I am going to make anchor charts and then go back and refin them by adding pictures so that they kids have a visual.  I may even take picures in the class so that students can see themselves exhibiting the proper behavior.

4. Short, repeated intervals of independent practice and setting up book boxes.

There's that word again....STAMINA.  Once again it's all about practice, practice, practice.  This is no different than the way I taught my kids the proper way to use the Play Dogh center.  We practiced exactly what was expected.  They Playdogh was never mixed, and stayed on the table.  We even practiced how to clean it up.  We will be practicing the D5 more frequently throughout the day in the 3 minute sessions building up to 10.  I like the thought of stopping even if one kid gets off task and coming back to review immediately.  I am going to have to remember to not get frustrated and to use a calm tone of voice. 
Check out this AWESOME stop watch from A Differentiated Kindergarten (click name to go) you can use to track stamina.  It's a FREEBIE! I am definately using this.

I recently purchased some book boxes from Really Good Stuff that I plan to use to hold a few books for each kid along with their name puzzles and other pesronalized things.

5. Calm signal and check in procedures.

I have to admit, I am guilty of    "OK... TIME TO GO BACK TO THE CARPET........... NOW JOHNNY WE DON'T HAVE TIME TO FINNISH THAT YOU SHOULD HAVE ALREADY GOT IT DONE.......... SUSIE, WHY ARE YOU STILL AT YOUR TABLE WHEN EVERYONE ELSE IS AT THE CARPET?  DON'T YOU THINK YOU NEED TO JOIN US?....NO, NOW GET OVER HERE.  WE'RE ALL WAITING."  Ha ha! Can I get an Amen?  Surely I am not the only teacher out there who uses her voice more than necessary.  Maybe I am the only teacher who has never taught her kids how to properly stop what they are doing and get to the carpet in a timely manner.  I never thought about it.  Honestly, I just figured they should know that when I say "Carpet time." they would automatically know that I wanted them at the carpet.  My how I have wasted so much time waiting on kids to make their way to the group.  I have a "No Yell Bell" that I have never really used, I think I may put it to good use this year.  (Starting day one).  As far as "check in" goes, I have never had the kids reflect on their own behaviors.  I have always just watched and pointed out what I see.  If I want them to be independent I think I am going to have to embrace this.  I like the way the Sisters use the thumbs up and thumbs side ways.

6. Using the correct modle/incorrect model approach for demonstrating appropriate behaviors.

I want to make this a priority this year.  I used the correct modeling before but not the incorrect.  I think the idea of giving that dificult kid an audience and allowing for the attention up front is a great idea.  I am alwasy open to ways to handle those kids who feed of that negative attention. I have to remind myself to not get aggravated and use GENTLE reminders.

Check back next week with Mrs.Miner as she hosts chapter 4.

Daily 5 Book Study Chapter 2

I can't get enough D5! I lay in bed at night thinking about what I can do next year to better my class. I do have some issues that I am going to have to work out. Mostly about trust. 

Thank you to Caitlin from  Kindergarten Smiles for hosting chapter 2 of The Daily 5.

I have really enjoyed reading this book with everyone.

1. Do you trust your students? How do you build this trust? Are you able to trust them and allow them to be independent throughout all aspects of your day? Are you going to be able to stay out of their way?

 This goes back to the control that I have such a hard time letting go of.  I am going to have to trust myself and trust that I have taught the kids the skill that they need to make the right decisions.  I like when in the book they asked "What am I doing now that I can trust the kids to do?" I talk all the time about teaching the kids to be independent.  I want them to be able to take care of their morning routines without me or their parents having to help them with every detail so why can't they take care of picking out which of the D5 they want to do.  I am going to have such a hard time staying out of their way.  They are just so little...

2. How much choice do you give your students throughout the day? Do you go over your daily schedule with your students or is it just 'posted' in the room?

I have no idea how I am going to be able to give 4-5 year old kids choice in their learning.  This is going to be  the hardest part for me.  It all goes back to that trust, can I trust them to make the right choices?  I will constantly be wondering if they did all of the things they were supposed to do. 

I do not post my schedule in my room.  I've always looked at it as something else to hang on the wall and manage.  The kids can't read it.  However, after reading what Krissy Miner from Mrs. Miner's Kindergarten Monkey Business wrote about why she post and reviews her daily schedule, I am seriously considering it.  My only issue is, I have two, half day classes and while we will follow the same routines the times will be different. (Maybe I can just number them.)

3. How are you going to create that sense of community where students will hold each other accountable?

As much as little ones love to tattle I'm thinking this may not be too hard.  I am going to teach the expectations and then teach the kids how to problem solve.  If there is that sense of community where kids all feel like family then there will be less trying to get each other in trouble and more helping each other out. At least, that's what I hope.  I know that there will still be kids who feel that need to tattle but hopefully we can work that out. 

4. Student ownership in learning? How do you instill this in every child?

How about instead of me telling you how I do it, I tell you how I am planning to do it?  Really, in the past, I have just taught and hoped they got it.  I didn't give much thought to telling them why we do things.  That really doesn't make sense though, because I am the type that if you tell me not to push that red button you better tell me why or I am going to push it and find out.  So I found myself asking why I didn't do the same for my kids.  Maybe it was because when I was in school they didn't tell us why,they just said do.  Next year, I plan on telling the kids what we are going to do each day and explain to them why we are going to do those things.  As I teach each of the Daily 5, I am going to explain why we do each of the things.  (I'm already making notes to myself.)

5. Stamina! How are you going to build stamina with reading? independent work? Will you use a timer? Will you set goals?

I have to admit, when I saw the word stamina before starting this book study I was like, "Really? Do we really need to take the time to talk to the kids about this?  Are they even going to care?"  Then as I was reading the book and reading some other post about this I realized just how important it really is. (Even if the kids don't really care, they are going to want to use that big word.)  Without stamina you wont get that independence.  I had been worried about how I was going to be able to to turn the rest of my class loose while I worked with my group.  I knew there was no way that they would be able to stay in any of the D5 for very long at all.  When I read in the book how with just one week of practice, one kindergarten class when from 1 minute to 10, I was blown away.  I now see just how important it really is.  I will probably use a self timer and practice, practice, practice.
I do like this timer. I think it is a great visual for the kids and, it's one that I can keep close to me so that I can reset it.

GET THIS!

My hubby came home for lunch and was talking about something he heard on the radio today.  He said they were talking about the top jobs that cause you to gain weight.  Guess what #3 was.  You got it. TEACHING!  He said it was due to stress. He should have stopped there.  Can you believe he had the nerve to say "They were jobs where you sit all day."  EXCUSE ME?!  Did you just say teachers sit all day?  WHEN? PLEASE TELL ME WHEN I GET TO SIT AT MY DESK!  Ha! I say whoever said that has obviously never spent a day in an elementary classroom.

The Daily 5 Book Study Chapter 1

I decided to join up and do this Daily 5 Kindergarten Book Study with some really great kinder teachers.  If you know me, then you know that I don't actually teach Kindergarten, I teach Pre-K.  But, with our curriculum getting more rigorous, and with us using the Kindergarten Common Core Standards, I figured it couldn't hurt.  (And maybe, just maybe, it will help me get some more followers.)

I am a Daily 5 nut! I love the Daily 5! I found it my last year in second grade and was in heaven.  All of my teacher troubles seemed to just wash away when it began.  All last year, as a new Pre-K teacher I felt like it was my first year teaching all over again.  What a nightmare! I kept thinking to myself, there has got to be a way to incorporate the Daily 5 into my Pre-K routine.  So when I found this book study I was so excited.  This had to be the answer to all of my problems.  And, as I read chapter 1 again, through the eyes of a Pre-K teacher, the book started to talk to me.

Tammy at Live Laugh Love Everyday in Kindergarten lead chapter 1 and provided these questions for her readers and book study participants to reflect on. (She also provided the SUPER CUTE pictures)

1. How do I teach new behaviors?

Just as with any 4-5 year old, my kids need constant reminders.  I have to admit, at the beginning of the year I am on it.  Reviewing the classroom rules and reminding the kids how i expect them to behave at their seats or at the carpet.  Then as the year goes on, I wind up having to constantly tell several individuals to stop whatever it is they are doing and get back on task.

2. How do I teach expectations?

 When starting "centers" (which were; Lego's, wooden blocks, Play Doug, Baby Dolls, etc.) I started by introducing one thing a week. If it was the puzzles that I wanted the kids to learn how to use, I would get out a giant puzzle and we would all sit around it in the floor. I would discuss with them how the puzzle should be used and how it should look when they are done (cleaned up). After the first day, we would review the expectations and then the kids would "practice" with a partner.  Unfortunately as the year progresses I wind up spending less and less time focusing on expectations and more time on the alphabet/sight words and all of the songs that we sing.

3. How do I monitor student behavior? whole group? small groups? individual?

This is where I start confessing.  I am a control freak.  When it comes to my classroom I have high expectations and they better be met.  However, when I was using Daily 5 in my second grade room, I found myself much more relaxed and as a result, I was much less stressed and frazzled at the end of the day. I do use a clip chart.  I like the ones that start in the middle where I can have kids move up when kids display desired behaviors or make a good choice, or move down for bad choices.  I will move kids up and down all day.  I like that kids can correct the bad behavior and get rewarded for it instead of being "stuck" where they had to move down the chart. I was reading on  Kindergarten Smiles blog where she commented on this question.  I like the idea that she had for creating a clip chart to monitor where her kids are on the Daily 5 and how she plans to use dot stickers to limit the amount of kids who are allowed on each task at a time.

4. What do I do when a student is not exhibiting desired behavior?

Yell. Get frustrated. Go on and on about what they are doing. Wast a LOT of class time.  Well, not always but, does anyone else have those moments when you think that if little Johnny does that one more time you just may loose your mind?  I did find myself getting very frustrated with my little babies last year.  I mean, why shouldn't preschoolers be able to act like my second graders did?  (Just kidding!) But let me tell you, moving from 8 year old kids to 4 year old kids will put you into a state of shock! I had NO IDEA how to handle behaviors in a Pre-K room and I had a son in kindergarten, you would think that I would be able to handle 9 more of him.  There were days when I would sit and cry at the end of the day.  What happened that that teacher who loved her job so much that she would never quit? I found myself reflecting back to what I loved about my second graders and how easy it was to manage them, and I would think, why isn't there a Daily 5for preschool/kindergarten? I knew how to manage a classroom, that had always been my strong point but I could feel myself slipping further and further away.  I'll be honest, I never got there last year. I floated through the year and thanked God every day that my principal did not walk through.  If she would have come in I would have pulled it off and made it seem that I had it all together but in truth, I was falling apart.  I was swimming against the current and about to drown. (Wow, I just realized just how bad it really was.)

5. Whose classroom is it?

Mine. Mine. Mine. I can hear myself now, " You are not going to act that way in MY room."  "I will not tolerate that kind of behavior in MY classroom."  How sad! That is NOT how I wanted to be.  I said I wanted a sense of community in "my" classroom.  We had class meetings at the carpet.  I allowed the students to "share" things that were important to them.  I just couldn't let go of that control for fear of sinking under.  I reflect back once again to my second graders, now we were a tight group.  I loved them, they loved me, we all got along (most of the time), we were a family.  Where did that go?  I guess it floated down that current that I was fighting.

6. Locus of control?

Honestly, when I looked at this question the first time, I was like "What? What is that?". Then as I read, "Ohhhhhh. OK.".  I guess this goes back to me being the control freak that I am.  I do use the treat box and the stickers, I have to admit.  I mean, what kid doesn't love a McDonald's toy or a Tootsie Roll? There were kids who naturally got it, they knew that they wanted to learn how to read, or how to count so they just took it upon themselves to be attentive and try hard. 

7. Where are supplies stored?

Kids have their own supplies that they keep at their seats.  The scissors are safely kept on a small shelf in the middle of the room where they kids can get them when they need them. (They were in their supply boxes but after one kid cut his hair and another cut her shirt to pieces I decided that they were best use on an as needed basis.) Any materials that are needed for the task of the day I place on that same shelf so that they are easily accessible.  The rest of the time, they are kept in the supply closet.