The Daily 5 Book Study – Chapter 1 – focus on 4th grade

Staring a book review on the Daily 5. I love that I could download it for my NOOK!

I was researching the Daily 5 because I will be implementing the program in my 4th grade classroom next year.

I enjoy collaborating and learning from others so I was excited to find a Daily 5 book review hosted by Suesstastic Classroom Inspiration.  I found some bloggers and some wordpressers to link up with and am excited to learn and gain ideas.

I’m already about pg 55 out of around 90 pages in the text.  So the Daily 5 is not a long read…but it’s full of good information and I love the research links.  (I’m a Sheldon when it comes to researched based teaching and learning.)

This is my first book review on-line.  I don’t always type as fast as I think…so my disclaimer is that the any errors are my own.  Being that this is my reflective blogs/journal…that suits me just fine.

Here are the questions…

1. On pages 4-6, the authors present two different pictures of their classrooms. In thinking about and reflecting on your own practice, how would you characterize your literacy block? Does it look more like the first or second scenario, or is it somewhere in between? How will you change it?

This past year I taught science and gifted…but previously I’d say my literacy block was in between.  I did all sorts of small group, changing centers work.  My students became independent for the most part…but I definitely had those wanderers.

How will I change it?  I am going to start the year using the Daily 5 framework as it is recommended.  I hope to supplement instruction by complementing the Daily 5 with Flipping.  So students will be bringing into literacy block knowledge and skills gains from home lessons as well as what we do in class.

What I want to do do better is having students choose their own reading books.

2. The typical teacher is very busy having students do lots of different activities. How is what you are having students do now in your classroom creating quality readers and writers?

I integrate reading, writing, speaking and listening into my literacy teaching and learning.  I have students peer and self-assess as well as support.  I try to model what quality work is…asking how it feels, what it looks like and how will they know when they have achieved it.  So as they were at centers, those areas would be built in.  However, I can’t say students had real ownership of the material and what they read.

3. What sets the Daily 5 structure apart from what you are doing in your classroom?
More student choice and hopefully more time to really develop in students an understanding of personal learning goals.  I guess I’m not sure if I don’t already ‘do’ and have many of the philosophies of the Daily 5 as much as I need to learn how to manage this great plans better.
It’s great to want students to be independent and have your classroom centered around their interests…but at the end of the day…I feel the Daily 5 framework seems to be a proven way to make that happen.  And…I want to NAIL supporting my approaching readers and writers.  I want to have time for them and to have time to stretch my gifted.
 ——————————————————–
 Tomorrow (since they are now in the second week)  I am going to look back over Chapter 2 and consider these questions…
The next chapter begins to discuss the foundation to the management systems used in the Daily 5.  Come back and visit next week!  I’ll be posting my answers to the following questions:
1 .What goals do you have for your classroom as you work to implement the principles and foundations of the Daily 5 discussed in chapter 2? What support do you need to do this?
 2. What stands out as the most significant aspects of this chapter?
 3. How do the foundational principles of the Daily 5 structure (trust, choice, community, sense of urgency, and stamina), align with your beliefs that support your teaching strategies and the decisions that you make about student learning?
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2 thoughts on “The Daily 5 Book Study – Chapter 1 – focus on 4th grade

  1. Christina Ray says:

    For chapter 1. This past year I implimented parts of the Daily 5 because I was teaching only reading, I wasn’t doing the spelling or the writing. I felt it was a great way to keep the students in charge of their learning. My students did a fantastic job building up their stamina and were truly engaged in their reading. This year I will be teaching Reading/Social studies/writing and look forward to Daily 5 and Cafe. On to Chapter 2 for me, so I can do impliment more of the Daily 5 parts into the classroom.

  2. Hey Terry,
    Thanks for visiting my blog. I had downloaded _The Daily 5_ but your post inspired me to open it up. It seems to tweak the two-block workshop model as promoted by Lucy Calkins and Donald Graves (among others).

    While the workshops run well, it’s difficult to get read-aloud, minilessons, 30 minutes of reading/writing time, and follow-up into each one-hour block. Word study and grammar/conventions then take a hit. The only way I’ve been able to reconcile is to have small group instruction based on needs I see.

    When students are in charge of their own reading/writing, I’m better able to do that. Do you have enough classroom time to go through all of the Daily 5 stages?

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