I’ve been enjoying reading the Daily 5 thus far. Chapter 1 and Chapter 2 were more of an overview of the program. Chapter 3 jumped right into procedure and routine, and I already see it coming together. Out loud, I actually called, “Yes! Yes! Yes!” as I read through this chapter. Mrs. Freshwater’s Class and Thinking Out Loud are hosting this week’s book study.
As a certified Key-Trainer for Project GLAD so much of the implementation of D5 goes hand-in-hand with how we implement GLAD strategies and expectations. I’ve been teaching using the GLAD strategies for quite some time now, so for it and D5 to coexist is important to me.
Some key points that resonated with me…
1. Gathering Place – My kiddos are with me on the carpet during most of my direct instruction already. Using the time on the carpet to brainstorm, discuss, and “turn and talk” (also a GLAD term) with a neighbor is key to processing information. I’m so glad to see that brain research, which is the backbone of the GLAD strategies, is prevalent in the D5 as well.
2. Anchor Charts – Allowing the kids to be part of creating the expectations and respecting all input helps them buy into it more. We already use the GLAD T-charts for behavior – what does it look like, what does it sound like - and refer to them often. Using the anchor charts seems so natural to me. Students will need to practice the expectations using discussion and modeling until memorized in order to become independent with them.
3. Good Fit Books – Yes! Yes! Yes! I am in love with this concept. I am also in love with embedding this concept as part of the classroom procedures using the IPICK* strategy.
I choose a book
Silent reading time is something I have struggled with managing for years. The constant up and down, switching out books, just skimming/not reading, not being on task…it all drives me NUTS! I can not wait to teach the kids how to pick books and keep an assortment in their book boxes to limit the up and down – EUREKA!
One of my favorite quotes of the book so far…
”Nationwide there is extensive focus on lexile levels, readability levels, and so forth, and oftentimes we forget that children, like adults, need to be interested in what they are reading. This is especially true if we are to get them to read the volume of material that will help them move from being a “survival” reader to a lifelong reader who chooses to read for knowledge and pleasure.”
Yes! Yes! Yes!
With the standardized testing focus I am completely guilty of creating survival readers out of most of my kids. And I feel extremely guilty about it. I know in my heart of hearts that if they are learning to REALLY read, they will score well on the random testing passages. I think (and hope) I’ve finally resigned to that fact. It’s a mental shift for sure, but I know that creating real readers is so important and I’m ready for it.
Also, I need to remember to fill the book boxes myself the first week or so in order to practice the strategies. That is something I wouldn’t have thought of, so I’m glad “The Sisters” included that.
4. I like how the D5 uses a “slowly but surely” approach to building reading stamina. Using the child with the least stamina as the gauge for when to stop and revisit anchor charts is different than I would have probably handled it. I like that approach rather than dealing with the behavior of the few students who are disturbing others because they aren’t capable of going any longer. This strategy seems manageable, and I foresee stamina improving quickly due to all the practice and modeling.
I couldn’t be happier with the direction of this book/program. With just two days left of this school year, I am already thinking about implementation at the start of next year. As sorely needed as summer break is, I am looking forward to getting the D5 going with my new class in August.
Here’s the linky thingy…