Thursday, June 28, 2012

Daily 5, Chapter 3


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…


  1. Isn't it funny that such statements, that kids like adults will read with enthusiasm what they like and think a punishment anything they don't like or understand, need to be made at all.

    I give another read of this later. I need to ruminate on some of what you written.

    1. Funny strange not funny ha ha. I've got two words for you on that...standardized testing.
      It's definitely a duh quote but one that needs to be reminded as sadly that's not where the emphasis is. I like that it's in the forefront of the D5, there's no forgetting since it's fundamental to the program's success.

  2. I felt that same way when I read through D5. It's exciting and it takes work, but the kids will benefit. It's so strange the shift in education that has taken place because of the standardized testing. I am interested in Project Glad, I will check you link after this:)

    P.S. I live on the North Shore of Oahu. I love the Big really is big compared to the rest;)
    Surfin' Through Second

    1. A former colleague of mine moved to Oahu about 8 years ago, taught for a few years before becoming principal of the school where she taught. She had planned on bringing a couple of us to do the GLAD training this fall, but her budget didn't permit it - flying us in from CA increased the cost substantially. But I know there is may see it start popping up in the tropics soon.

  3. Great ideas! I actually don't let my kids get up from Read to Self-Silent Reading. We use the beginning and end of the day to get new books for our boxes.

    1. Right! That's the beauty I see in those book boxes. Having a selection of books they want to read and building up the independent time - I'd not ever thought of those strategies and I find them so exciting.

  4. Replies
    1. Me too! I've been a reader from very early on. I think that makes me less talented at teaching reading than I am at teaching math and science which I struggled tremendously in when I was in school.

  5. I'm uneasy about something but I just cannot think what it is. I believe it's about levels of certain givens, like parental input. And how the dickens one could compensate. But maybe not.

    There is something I'm picking up from when I was a kid.

    1. Got it. At least I think I've got it. However since the only datum point for that age group is myself the data might be out of date. :-D

      Reading by it's nature is a solitary pursuit. And it is that quite reading that I think I the issue with. I remember 'reading' to myself and bypassing words that I didn't understand. Thereby ending up lord knows where, but certainly not where the author intended.
      I think all kids at a certain age will do that. Where should you hand them a book it would be immaterial if it was upside down all they would need is the title and frankly if that industrial town of yours got a bunch of 8 year olds in we mightn't be getting all this predictable schlock.
      Anywoohoo's, is the vocab' I doubt it can sustain what's intended. And if you've to create an individual vocab for each kid you're in effect grinding the kid.
      Of course, if you can get space with silent study or some such that would allow two hours free to devote to one kid I expect you'd see real flowerings. 25 kids two hours each. You'd cycle them in just over the calendar month.
      Just think the expansion of study in the follow on years and in all subjects.

    2. Ya, vocab plays a big part in it. Our kids who come from homes that don't speak English struggle exponentially with comprehension due to limited vocabulary and experience. I have had kids who decode words beautifully and are very fluentreaders, but don't understand ANY of what they read. We do spend small group time on vocab and the GLAD strategies I've written about are for this exact purpose - building content based vocabulary. One of the 5 in this Daily 5 program is a piece on word work. I've not read the chapter in depth yet, but it's right along with what you mention...using that silent reading time to pull kids for just that reason. In addition the kids are working on independent activities to build that vocabulary. Something I've also been focusing on the last couple of years is teaching context clues strategies for those times, like you mentioned, they come to a word and just skip over it because they don't know it. Teaching them what to do when that happens and practicing it so it's automatic like it is for us, helps a great deal in building that vocab too. I could talk about this all day...but I don't want to bore you to death. :)

    3. Probably help a bit too if I did a second edit before I hit send. Esp' early in the morning.