CH 5 Daily Five K-linky party

Oh man...this might be a long one. Sorry in advance! :)  However, there is a lot of goodness from Chapter Five of the Daily Five.  Chapter 5 focuses on "Buddy Reading" {that's what I call it, rather than "read-to-someone" not sure why, I just do} and "Listen to Reading."  PLUS there are TWO bloggers who took on this chapter, so double the focus questions and I like to ramble sometimes. Sorry friends. :)

Ok.  Here we go.  First up, listen to reading.  Marsha at A Differentiated Kindergarten took on this portion of chapter five, so head over there after you read this post to hear what other amazing bloggers have to say!

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

 Well, this is simple.  I work at an extremely diverse school and not once in my two years of implementing the Daily Five did I ever have a problem with students not wanting to listen to reading.  Honestly, that was 99% of my students FAVORITE station!  I think it's the use of the technology {cd players, stereos, and computers...high tech, I know :) } that made them so eager.  It also helps that my attitude towards each part of our learning was 'excited' and 'eager for learning' and really made them 'excited and eager to learn' as well.  Your attitude towards anything in your classroom is contagious!  If you are over the moon excited about something as mundane as listening to a story being read, then they will be over the moon excited! 

 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 have three choices for my students.  They can read with another friend at a small stereo/listening center, listen on an individual cd player, or at the computer {I have two that I leave open for listening to reading}.

 This is a horrible picture and it's old, but this is where I keep my listening center books.  I now have two baskets.  The other basket contains song books.  I've created "big books" with the words to some of our favorite learning songs {from Shari Sloane and Jack Hartmann to name a few}.  The kiddos can read/sing the words as the song plays. They LOVE this station! :)

If students are listening on the computer they go to StorylineOnline.com.  This is such a fun site.  They get to select stories that are read by famous actors/actresses, etc...  Some of the books also are accompanied by a song which the actors sing at the end of the story.  I often hear the kids signing along with them! What I also like about this website is that it has a caption option, which my students MUST have turned on.  So they're seeing the words while hearing them.  Love it!

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?'

My expectations remain the same for my students throughout every part of our day.  I keep high standards and the students rise to that standard {most of the time, right?!} :)  This portion of the Daily Five requires a LOT of practice.  For the first couple weeks of listening to reading, I go to each student, during each rotation, to show and/or watch them get all the equipment started for listening to reading.  Some take longer to catch on than others.  Just be patient.  I also will pair up some students and if one is not sure how to operate the equipment they receive help from the other student.  It seems to work well!

6.  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?

This is tough.  It really depends on your class and the sweet little ones who make up that class.  It's really differentiated.  My "low" babies are not required to do a reading response sheet {at least until towards the end of the year}, while my "higher" students are.  They are not required to complete one EVERY time they listen either.  They can turn in one sheet in a week and I'm happy.  There's just not enough time for them to listen to the stories AND complete a listening response sheet {to my standards} sometimes.  So, I do not put a lot of emphasis on this, rather make it more of a "bonus" reward of such.

 Next up...Buddy Reading!!!!  I {LOVE} buddy reading! :)

Mary at Sharing Kindergarten is hosting this portion of chapter 5.  Head over link up with her and read the goods! 

Love these sweeties all into their book!

Buddy reading is such a fun part of the Daily Five and a part in which every student is excited.  It's not a good idea to let them just "go at it!"  This took lots of modeling and discussing with my students of why it's important to buddy read and how fun it can be!  

Teaching the students to sit EEKK is the most important part of buddy reading {at the beginning at least}.  If both students aren't able to see the pages how are they helping one another?  (honest question here) I found this adorable little poster that was created by Amanda from One Extra Degree {LOVE HER}. Click HERE to check it out! We recite it every morning when we are discussing what "buddy reading" looks and sounds like.  The kiddos love it too! 

My amazing parents also made these bad boys that the kiddos hold when they're doing buddy reading.  I do not make them use it each and every time, however, my sweet friends who are working on building better comprehension do use them each time they buddy read.  They're such a wonderful tool.  I wrote exactly what The Sisters wrote on theirs "I just heard you read..."

If you don't access to handymen or what not, you could easily use cardstock check-marks or  even make them out of poster board.

I just love the Daily Five and The Sisters!!!  :)

Daily Five K ~ Linky Party

Time to link up!

Mrs. Miner is hosting Chapter 4's Daily Five Linky Party! Here we go:

Don't forget to link up! 

Daily 5 Chapter 2 - link up!

I love the daily five and I love how my firsties the past two years really embraced it and LOVED it.

So, now we're onto chapter two.

Here are my reflections:

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 the day? Are you going to be able to stay out of their way?

Okay.  I do trust the majority of my students (well...have...the year IS over!!).  Trust is built from day one in the classroom based on their ability to make good choices! :)  Plain and simple.  With all the role modeling, practicing, and repetition, it's usually easy for them to build a trusting bond.

When I first started implementing the Daily Five I was TERRIFIED to let them make all their own learning choices and really relinquish control to them, however, after having done it successfully for two years there's no other way I would do it.  By creating an environment where there is trust and responsibility the kiddos really rise to the occasion.  It's also not just thrown all at them at once but practiced in increments until they have built up stamina (part of showing you that you can trust them to make good independent learning choices).

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

 First, I do allow students to make their own learning choice, within reason.  As you will learn through reading the book and implementing the Daily Five, giving students only a FEW choices in each daily five component (especially in word study and work on writing) helps to keep them focused and working the entire time.  If you have TOO many choices, for instance in word study, it's easy for the kids to find themselves off-task.  I give my students options.  In word study they have at least one "have to" (an activity that they MUST complete first...this is where I put all those fun literacy activities that I snag from blogs).  When they're finished with their "have-to" they can then chose one of the three "want-to's."  These are other literacy games/activities that are more for continued review of certain concepts, etc...

Secondly, my daily schedule {OBJECTIVES} are posted on my front board.  I do go over my objectives in the morning with the kiddos to give them a heads up of what kind of fun activities we're going to be doing.  Then, during each part of our day I redirect them to the objective and we discuss why it's important to be learning about that certain topic/objective.  This sets up an importance to why they are learning that concept.  Gives the lesson more purpose!

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

While implementing Daily Five in first grade,  establishing a sense of community was done at the very beginning of the year.  We talked about accountability when we were learning about each component of the daily five, as well as when we were learning about being "peacekeepers." (Cara from First Grade Parade made a cute mini-unit on this topic...perfect for creating community)  By telling the kids that they were responsible for their own learning at this time, they seemed to take it "seriously." Meaning, they were always on-task and those times when others became off-task, there was always someone near them to redirect them back to doing what they were suppose to be doing.  It's really amazing to watch the kids take ownership, responsibility, and independence in their own learning.  I had several students this year who were constantly trying to distract others, and very RARELY did I have to intervene.  The kids handled it on their own and I continued with my conferencing.  That's why I love the Daily Five SOOOO much!:)

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

Read above and implement the daily five as suggested in the book.  Remind them often who is responsible for their learning. 

5. Stamina!  How are you going to build this?

Simply follow the books outline.  Seriously.  They wrote it out for you for a reason.  If your students aren't able to sustain stamina for as long as you would like that day, immediately ring the chimes and bring them back in.  They're not ready.  Try the next day.

Some of these questions are too premature.  After reading the book you will have a full understanding of most of these questions, however, some ladies have already posted some great advice so be sure to check it out and link up at Caitlyn's blog! :)

     While you're here, make sure to enter my big GIVEAWAY:

scroll down to my previous post to enter!!!

Kelly :)

K- Daily Five Linky Party

Tammy over at Live, Love, Laugh is hosting a fabulous linky party/book study based on the Daily Five in Kindergarten.  Most of what I read so far on other ladies blogs really is relevant to all primary grades hoping to use the Daily Five.

As many of you know, I implemented the Daily Five two years ago, mid-year, with my very first year in first grade.  I taught two years in "K" before being moved up to 1st.  Well, this year, I am moving back down to the sweet little ones in Kindergarten!!!  I am very excited about it but am a little anxious about implementing the Daily Five in K.  

I have decided to link up and discuss what I have done with the Daily Five for the past two years.  Maybe something I have learned/or my successes can help you!  {I love reading/learning about what others do in their room}

Ok.  So Tammy has kicked off this book study with posing questions from Chapter One.  Here are my thoughts:)

 Number 1 & 2 are pretty much the same question, so I am combining them:

1. How do I teach new behaviors. 2. How do I teach expectations?

Repetition, repetition, repetition!!!!!!!  It is so important to SHOW your kiddos what is expected and what is not expected.  We read stories about certain behaviors, discuss, role play, sing songs and poems that remind us of certain rules.  

 The "Help Me Be Good" book series are my ABSOLUTE favorite to read with the kiddos when setting the stage for the year.  The kids always love them and find them funny!

Expectations are reviewed first thing in the morning and throughout the day.

Here's how: 

I began using components of Whole Brain Teaching in my classroom this year and it seemed to really work.  Repetition being the key!!  Each morning when the kiddos come in, right before we begin our Morning Meeting, we review the classroom rules {my behavioral expectations}. The kids do this by echoing what I say {or our captain of the day says}.  Here's what it might sound like: ME: "mirror" (raise hand, shoulder level) Kids: "mirror" (raise hand, shoulder level....this snags their attention) ME: "Rule One" Kids: "Rule One,"  ME: "Listen when the teacher is talking" (said with hand motion...make hand talk) KIDS: "Listen when the teacher is talking" (doing hand motion), ME: Rule Two...etc...

We do it in funny voices and exaggerated motions.  Works wonderfully! :)

I also remind students throughout the day of acceptable behavior by pointing out students making good choices rather than directly getting on to a student making a poor choice.

"WOW! I love how "so-and-so" is working so quietly.  I can tell they're working hard" or "I love how 'so-and-so' is using capital letters at the beginning of their sentences.  I can tell they're ready to sign our 'Capital Letter Club'" OR "I know 'so-and-so' is ready for the hall.  Look how quiet they are standing! They have a duck tale, bubble, and are facing forward! That's fabulous!" etc...

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

I am always observing my kids.  I watch...like a hawk!  Individual student behavior is monitored by a clip chart.  {I am currently updating my clip chart and adding a 5th color}.  Each day the students begin on 'green.'  Students can move their clips up and down depending on their choices.  This year my firsties really took moving their clip "down" to heart and most would change their behavior instantly and work the rest of the day to move their clip back up.  

Clips colors are like this (hanging top to bottom):

Gold - You are Golden (my room is a pirate theme)

Purple - Way to Go

Green - Keep it up (this is where kids start every morning)

Yellow - 1st Warning (I might change this to Stop and Think)

Red - Stop and Think  (Might change this to "walk the plank")

I also have a "think seat" where I send kiddos when they need a moment to remove themselves from the class to collect themselves and their thoughts. :) They also have to write about it on a simple form.  They simply draw what happened, write about it, and sign their name.  The paper goes home to their parents to sign and return.  Just a way to let the parents know their kiddo needed a minute to regroup themselves and the behavior can be discussed at home and at school so that it won't happen again.  Parents also sign students daily behavior log found in their FISH Books (updated post coming soon on these).

Whole Group: I use Sparklers!!!!  I also have a "Mystery Phrase."  Kiddos have to earn a compliment to turn over a letter.  Once they've turned over all the letters they get whatever treat it says (i.e.: Picnic, Free Choice, Popsicle Party, Movie, Extra Recess, etc...)

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

See above.

Students also lose recess time.

5. Whose classroom is it?

It is OUR classroom.  My goal at the beginning of each year is to establish a sense of family in our classroom.  Although I might be the "leader," I set my classroom up so that each student is responsible for their own behavior and learning.  

6. Locus of Control.

I like for my kiddos to take responsibility for each action they make. Good or bad.  

While during the Daily Five the past two years I've had my kids put out their own "fires." For instance if they are reading to self and another students tries to talk/distract them, the student simply puts a finger over their mouth (the sssshhh symbol) and shakes their head "no" and goes right back to reading.  Works like a charm.  If a student continues to bother someone they say "please stop. I am learning."  Seriously.  Worked each time! :)

Incentives are the best tool however, with the little ones! :)  I use Sparklers, Mystery Word/Phrase (see above for both), Treasure Box (only for those who earn purple/gold ALL week), really just praise and acknowledgment for good behavior/choices really works marvelously and I don't have to purchase a thing for it! :)

 7. Where are supplies stored?

Hhhmmm....Items are stored in many different things and in many different places throughout our classroom.  Take a peak at my room HERE if you're interested in seeing my set up from last year.  Not sure how it will look this year! :)  Might just switch it up! 

Next up, Chapter Two, hosted by Caitlin from Kindergarten Smiles.

I love the Daily Five and am so excited to use it for the first time in Kindergarten after two very successful years implementing it in First Grade!!!!  

Link up by clicking on Tammy's button below:

Reading Organization

I have spent many hours browsing the web for ideas on how to revamp my classroom once I was reassigned to first grade.  I didn't want to spend a TON of money but knew that I was a little 'OCD' when it came to organization and coordination! :)  This is what I've come up with:

 Since my kiddos are in first grade now we no longer need those little cubbies, so I turned them into our class library!  I got all the baskets at the Dollar Tree (one of my all time favorite places to shop now).  They have really adorable stamps right now that are perfect for teachers!

 I am a member of Thistlegirl Designs, DJ Inkers, and recently Scrappin' Doodles.  That is where I purchased all my graphics from!  I'm truly OBSESSED now!!  I got the idea to place corresponding stickers inside each book from Michelle over at Fantastic First Grade! It's such a great visual and a great way for the kids to help keep the book nook nice and organized! 

 Above is a picture of my student's "book luggage."  This is used with our Daily Five.  I purchased the baskets from none other than the Dollar Tree and made the cute little luggage tag with a die-cut! Simple, easy, and cute!

Inside their book luggage are 'just right books,' some of their decodable books, a reading strategy bookmark, 'magic reading glasses (purchased from the Dollar Tree, lenses taken out), and an eyelighter. I've since placed a coaching sheet for when they are buddy reading.  After doing some blogging earlier I will be adding some more goodies to their book luggage!  I found some really great ideas from Brooke over at Primary Perspective.  Be sure to check it out if you are also using the Daily Five in your classroom!  Cute, cute stuff! 

The Daily Five

The Daily Five has become my favorite part of the day!  I love reading and literacy (so much show I'm attaining my masters in it :)!  My kiddos have quickly fallen in love with participating in the Daily Five as well.  Since I learned about the Daily Five by browsing through teachers blogs (and then purchasing both books and attending a conference put on by The Sisters) I decided to share my own twists to this WONDERFUL literacy block!

First things first... the "Sisters" rave about the importance of creating a warm and comfortable environment within the class, much like a home environment.  In 'revamping' my room I was looking for all sorts of different lights.  Without having a lot of extra outlet space I found these nifty stick-on lights at Bed Bath and Beyond for only $10! (I had a coupon too, so it was even less).  I choose places around the room where I knew those little kiddos would crawl and hide to read.  They simply press the light to turn it on and off!  They love and I do too!

These are our "book luggage."  I snagged each basket from The Dollar Tree!!  The tags were die-cut ovals that I wrote their names on and laminated, then attached with some cute ribbon.  Inside their book luggage you will find "just right books" that I have selected for them, as well as their library books (that are also on their reading level), our little decodable books, their magic reading glasses (also purchased at the Dollar Tree-lenses popped out), and a reading strategy bookmark!

 These little check marks were handcrafted by my one and only, most amazing, FATHER!  :)  Since I KNEW my husband would never get around to it, I talked my crafty father in to whipping these up for me.  This was an idea taken straight from The Sisters themselves!  The kids use these check marks during their "Buddy Reading" time.  There are three ways in which they can read to each other.  If they choose to 'check for understanding' then they grab one of these check marks to use during their reading time.  It's such a cute way to help them remember what they are suppose to be doing and really helps them stay focused!

 This is our CAFE menu.  I realize now that it's just not quite big enough to fit ALL the strategies that we will be placing on our wall!  It's also hard for the kiddos to be interactively involved in placing items on the board, however, this is the only space I had available half way through the year and it seems to be working well so far!  

 I added two more 'helpers' in our book luggage this week.  A coaching sheet, which simply helps them remember how they can help their buddy during reading time and another cute bookmark that gives them great questions to ask when retelling a story!  The bookmark I snagged from The Mailbox Companion and the coaching sheet I created using information provided in The Daily Five book!

 Floor pillows are a MUST during my first grades Read to Self!  They eat these little guys up!!! I have five little pillows, two rugs, three large floor pillows, a small couch and chair.  It's little things like these that really get the kids excited to go curl up and dive into a book!  I purchased my pillows at Hobby Lobby with a 50% off coupon (YAY!!!!), my mother made some - yes, I'm spoiled still - (however, pillows are SOOO easy to make), got some from TJMaxx ($5 for the large floor pillows), and "stole" from teachers who were getting rid of their "trash!!"

 My sweet first graders are such visual learners.  I decided the best way for them to remember the three ways to read a book would to have our anchor chart made in the shape of the number three!!  It has worked marvelously! 

 As I have spent many countless hours browsing other amazing teachers blogs I've noticed that EVERYONE does the Daily Five in a different way.  For me, a pocket chart is the simplest way to operate (granted, I haven't tried any other way)! :)  After my kiddos decide where they're going to go, they find their name and place it in the correct row.  We do this during each check in.  It's another great visual for some of my students and for ME!  I can quickly glance up and see where each student should be!  I made the Daily Five sign out of cute paper on top of round magnets!  Easy as can be!!  The cute illustrations to go along with each component of The Daily Five is from, none other than, ThistleGirl Designs!  I LOVE HER STUFF!!!!  

Any other great ideas out there?  I would love to hear how you're doing the Daily Five too!! :)