Wow! What a busy first two days! It just flew by! I am excited to start the year with all my new Kindergarten friends! I think I have a good group with a lot of potential! I always forget how little they are and how much practice they need and all the routines we need to establish! Highlights of the first day included a lunch box craftivity from teacherspayteachers. We cut and glued a lunch box together that had the expectations for eating lunch in the cafeteria. It did take longer than I anticipated so we actually had to finish it after lunch. The students LOVED the scavenger hunt of our classroom. I took pictures of the tissues, sink, markers, etc, all the things they need to know where to find. It was so cute to see them walking around the classroom and checking things off the list.
Our afternoon was so long and they lost steam by the end of the day. I think what will be tough is having our reading block in the afternoon. I have tried out my Daily 5 lessons and it was hard for them to stay focused. I think what I had planned for the good fit lesson was well planned. It took a lot of redirecting to keep them focused on the lesson. They liked seeing all my different shoes and they liked the book Dog in Boots.
One of the lessons that was not as effective was a Who Am I? activity page. Students needed to fill in their hair color, boy/girl and favorite color. I modeled and showed them where the words were but it got lost when it was time for them to complete the activity. Next time I will have us all complete each step together. I think I struggle with these types of activities. I find it hard to keep them all together and at the same pace.
Wednesday, August 29, 2012
Sunday, August 26, 2012
Daily 5 modeling
Daily 5 Modeling
On the third day I plan to introduce the first of the Daily 5, Read to Self. We will begin the lesson reviewing the topics of how to read a book and picking a good fit book. One of the key components of the Daily 5 is lots of modeling.
1. Introduce the topic.
2. set the purpose and urgency
3. brainstorm behaviors and create I chart
4. model correctly
5. model incorrectly
6. practice and build stamina (start with 3 minutes)
7. check in and discuss how they did
REPEAT ~ REPEAT ~ REPEAT ~ REPEAT ~
Practice a clean up and gathering signal. I plan to use a bell that I will ding when it is time to clean up. When I ding the bell I usually have students put their hands on their heads so I know they have stopped working and I have their attention. This should be practiced and students should help create an anchor chart about what this looks like and sounds like.
Checking In
Checking in helps students engage in the reflection process. Students should share how they think they did. What went well? What can be improved on. "The Sisters" recommend using a thumbs up, thumbs sideways system. No thumbs down because everyone did something right and it avoids negativity. Students should also hold it close to their hearts. This makes it less obvious to the class how each student did.
Each component should be modeled and practiced repeatedly. It is about forming positive habits. When the students are practice the teacher sits at her desk because that is where she will be working. You don't want to go around giving the students praise because that is not authentic practice. They shouldn't be dependent on praise.
When to clean up?
As soon as the first student becomes off task signal for students to clean up and gather. We want positive muscle memory. They shouldn't be given time to practice wrong. Each day try to build stamina by one minute. It is also recommended to use a stamina graph and show students their progress. This will help empower them on their goal for independence.
On the third day I plan to introduce the first of the Daily 5, Read to Self. We will begin the lesson reviewing the topics of how to read a book and picking a good fit book. One of the key components of the Daily 5 is lots of modeling.
1. Introduce the topic.
2. set the purpose and urgency
3. brainstorm behaviors and create I chart
4. model correctly
5. model incorrectly
6. practice and build stamina (start with 3 minutes)
7. check in and discuss how they did
REPEAT ~ REPEAT ~ REPEAT ~ REPEAT ~
Practice a clean up and gathering signal. I plan to use a bell that I will ding when it is time to clean up. When I ding the bell I usually have students put their hands on their heads so I know they have stopped working and I have their attention. This should be practiced and students should help create an anchor chart about what this looks like and sounds like.
Checking In
Checking in helps students engage in the reflection process. Students should share how they think they did. What went well? What can be improved on. "The Sisters" recommend using a thumbs up, thumbs sideways system. No thumbs down because everyone did something right and it avoids negativity. Students should also hold it close to their hearts. This makes it less obvious to the class how each student did.
Each component should be modeled and practiced repeatedly. It is about forming positive habits. When the students are practice the teacher sits at her desk because that is where she will be working. You don't want to go around giving the students praise because that is not authentic practice. They shouldn't be dependent on praise.
When to clean up?
As soon as the first student becomes off task signal for students to clean up and gather. We want positive muscle memory. They shouldn't be given time to practice wrong. Each day try to build stamina by one minute. It is also recommended to use a stamina graph and show students their progress. This will help empower them on their goal for independence.
Starting the Daily 5
Okay, so I thought I would share what my plans are for starting the Daily 5 in my classroom. I am hoping this will help me to organize my thoughts and get ready for school.I am also hoping to post in few days my reflections on how it went.
Day 1
On the first day of school I plan to start off with a lesson on the 3 ways to read a book. I will ask students if they know the different ways we can read a book ( read the words, read the picture and retell a story). I will save retelling for the next day. Once we discuss how everyone can read because we can all read the pictures I will read the book The Kissing Hand by Audrey Penn. We will stop on different pages to look at the pictures and see how they help us tell the story. We will make an anchor chart on the ways to read a book. This all I plan to do with the Daily 5 for Kindergarten on Day 1. I will continue the lesson to talk about how each student felt on the first day of school and we will make a feelings poster. We will also make a hand print home to send home to the parents. I also like to give each student a Hershey kiss for a great first day.
Day 2
I plan to revisit the 3 ways to read a book. Today we will focus on retelling a book. We will go through the pages and the students will tell the story without reading the words. We will add it to our anchor chart. We will then move into a lesson on Good Fit Books. I will read the book Dog in Boots. I will bring in different types of shoes. We will talk about what purpose different shoes have (dress shoes, slippers, sneakers.) We will relate this how different books have different purposes (informational, pleasure, poetry.) Then we will talk about interest. We wear different shoes for different interests. It is important for students to read books they are interested in. I don't have soccer shoes because I am not interested in playing soccer. We will also talk about the right fit. I can't wear my dad's shoes because they are too big. I will have students come up and try to switch shoes. They won't be a good fit. We will talk about how not all books are the right fit. I will bring in a technical manual and explain that it is too hard and not a good fit for me. I will then show students what books are in the library and have students share what books they might think are a good fit for them. We will put this book in their drawers for tomorrow. I will also put some books in their drawer for the next days lesson. This will give them some choices. We will also need to establish when are appropriate times to get new books.
Day 1
On the first day of school I plan to start off with a lesson on the 3 ways to read a book. I will ask students if they know the different ways we can read a book ( read the words, read the picture and retell a story). I will save retelling for the next day. Once we discuss how everyone can read because we can all read the pictures I will read the book The Kissing Hand by Audrey Penn. We will stop on different pages to look at the pictures and see how they help us tell the story. We will make an anchor chart on the ways to read a book. This all I plan to do with the Daily 5 for Kindergarten on Day 1. I will continue the lesson to talk about how each student felt on the first day of school and we will make a feelings poster. We will also make a hand print home to send home to the parents. I also like to give each student a Hershey kiss for a great first day.
Day 2
I plan to revisit the 3 ways to read a book. Today we will focus on retelling a book. We will go through the pages and the students will tell the story without reading the words. We will add it to our anchor chart. We will then move into a lesson on Good Fit Books. I will read the book Dog in Boots. I will bring in different types of shoes. We will talk about what purpose different shoes have (dress shoes, slippers, sneakers.) We will relate this how different books have different purposes (informational, pleasure, poetry.) Then we will talk about interest. We wear different shoes for different interests. It is important for students to read books they are interested in. I don't have soccer shoes because I am not interested in playing soccer. We will also talk about the right fit. I can't wear my dad's shoes because they are too big. I will have students come up and try to switch shoes. They won't be a good fit. We will talk about how not all books are the right fit. I will bring in a technical manual and explain that it is too hard and not a good fit for me. I will then show students what books are in the library and have students share what books they might think are a good fit for them. We will put this book in their drawers for tomorrow. I will also put some books in their drawer for the next days lesson. This will give them some choices. We will also need to establish when are appropriate times to get new books.
The Daily 5
I am switching to the Daily 5 this year! I am very excited! With school only a few days away I am spending some time rereading the Daily 5 book by Gail Boushey and Joan Moser. I have read Part 1 and I thought I would share my thoughts! I am also hoping to make a Daily 5 tab on my classroom website to share with my parents about why I am using this, this year.
Why did I switch?
I love the fact that the Daily 5 is about spending time reading and writing. In order to be a better reader and writer you need to spend time reading and writing. The Daily 5 eliminates the busy work and worksheets and drills down to the importance of reading. I discovered the Daily 5 through pintrest and reading some blogs about it. I really liked these two quotes:
" We teach and practice skills until they become habits and default behaviors" (this is to remind ourselves to slow down and do it right, practice, practice, practice....Also, for parents to understand our pace for the beginning of the year)
"We know each class is different, and we spend at least 20 days building community, defining and practicing behaviors, building stamina, and assessing the needs of this particular group of children" ( I think a great reminder for the beginning of the year)
What is the Daily 5?
For those of you who are unfamiliar with the Daily it is a reading and writing system. Students rotate through 5 components while you work with guided reading groups. Here are the 5 components:
Read to Self
-the best way to become a better reader is to practice each day with books you choose on your just right reading level.
Read to Someone
-reading to someone allows for more time to practice strategies, helping with fluency and expression, checking for understand, hearing your own voice and sharing in a learning community.
Work on Writing
-just like reading, the best way to become a better writer is to practice every day.
Listen to Reading
-we hear examples of good literature and fluent reading. We learn more words and thus expand our vocabulary to become better readers.
Word Work
-correct spelling allows for more fluent writing. This speeds up getting our thinking down on paper.
Why is the Daily 5 so great?
-student driven
high student engagement
meaningful reading and writing
authentic reading and writing
majority of the time is spent reading and writing
I leave you with this last thought on the Daily 5:
PURPOSE + CHOICE = MOTIVATION
This is something that is stuck in the back of my brain. If we want students to actually be working during the time we are doing guided reading they have to want to. If we can explain the urgency and why we need to write and pair that with choice the students will be motivated. I want to know that my students are getting something out of what they are doing. I want class time to be effective. Daily 5 lets them choose what they are going to work on, what books they are going to read, and that makes all the difference! I am way pumped for Daily 5!
Why did I switch?
I love the fact that the Daily 5 is about spending time reading and writing. In order to be a better reader and writer you need to spend time reading and writing. The Daily 5 eliminates the busy work and worksheets and drills down to the importance of reading. I discovered the Daily 5 through pintrest and reading some blogs about it. I really liked these two quotes:
" We teach and practice skills until they become habits and default behaviors" (this is to remind ourselves to slow down and do it right, practice, practice, practice....Also, for parents to understand our pace for the beginning of the year)
"We know each class is different, and we spend at least 20 days building community, defining and practicing behaviors, building stamina, and assessing the needs of this particular group of children" ( I think a great reminder for the beginning of the year)
What is the Daily 5?
For those of you who are unfamiliar with the Daily it is a reading and writing system. Students rotate through 5 components while you work with guided reading groups. Here are the 5 components:
Read to Self
-the best way to become a better reader is to practice each day with books you choose on your just right reading level.
Read to Someone
-reading to someone allows for more time to practice strategies, helping with fluency and expression, checking for understand, hearing your own voice and sharing in a learning community.
Work on Writing
-just like reading, the best way to become a better writer is to practice every day.
Listen to Reading
-we hear examples of good literature and fluent reading. We learn more words and thus expand our vocabulary to become better readers.
Word Work
-correct spelling allows for more fluent writing. This speeds up getting our thinking down on paper.
Why is the Daily 5 so great?
-student driven
high student engagement
meaningful reading and writing
authentic reading and writing
majority of the time is spent reading and writing
I leave you with this last thought on the Daily 5:
PURPOSE + CHOICE = MOTIVATION
This is something that is stuck in the back of my brain. If we want students to actually be working during the time we are doing guided reading they have to want to. If we can explain the urgency and why we need to write and pair that with choice the students will be motivated. I want to know that my students are getting something out of what they are doing. I want class time to be effective. Daily 5 lets them choose what they are going to work on, what books they are going to read, and that makes all the difference! I am way pumped for Daily 5!
Thursday, August 23, 2012
Classroom Craziness
Kindergarten is a Hoot!
It's Owl Good!
I though I would take some time to share my word wall. I redesigned my word wall this year. I read a post on pintrest that describe what is best practice for word walls. Each letter should have its own box. Students are better able to focus in on boarders. In Kindergarten each letter should also have a picture to help associate the sound. If a student can't remember a letter name they may remember the picture. I spent some time hunting for cards that I liked. The one thing I didn't do yet is make the vowels a different color to help them stand out. I think I will use highlighter tape to do this. (Now I just need to find it lol.)
I knew I had to make it my own and add my own owl touch. (Well that and because the teacher next door made a fabulous picnic themed word wall!) I used brown tape from AC Moore. Quite a fiasco when I ran out of it and need 2 feet more and had to drive out of my way to get it.) I used green boarded and added leaves and owls to make if feel like a tree. I really loved the way it turned out. I think it is adds a creative touch to my word wall without making it too busy for the kids.
This year I decided to move it closer to the ground so the kids have easier access to it. Last year I had it up high on a bulletin board and I felt like the kids couldn't interact with it. I also felt like I had done a better job using the word wall when I worked in York. We really spent time using it with the kids and practicing our words. The students were able to read and write their words.
One of my favorite games is the flyswatter game. I split the students into teams. Each team has a member come up to the word wall. I then announce a word. The first person to swat the word with their fly swatter gets a point for their team. The kids really love the friendly competition.
Another thing I do with the word wall words is to practice using them in sign language. I find that the movements help the reach the kinesthetic learners. It is also a way to make it meaningful to the advanced students. They can already read the word but now they can practice signing it. The students like to watch me go to aslpro.com and look up the words. I really enjoy learning the sign language too!
This year I decided to move it closer to the ground so the kids have easier access to it. Last year I had it up high on a bulletin board and I felt like the kids couldn't interact with it. I also felt like I had done a better job using the word wall when I worked in York. We really spent time using it with the kids and practicing our words. The students were able to read and write their words.
One of my favorite games is the flyswatter game. I split the students into teams. Each team has a member come up to the word wall. I then announce a word. The first person to swat the word with their fly swatter gets a point for their team. The kids really love the friendly competition.
Another thing I do with the word wall words is to practice using them in sign language. I find that the movements help the reach the kinesthetic learners. It is also a way to make it meaningful to the advanced students. They can already read the word but now they can practice signing it. The students like to watch me go to aslpro.com and look up the words. I really enjoy learning the sign language too!
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