the+Daily+5

ew Please reflect after each heading:

=**PART I: DAILY FIVE BASICS**=

Chapter 1: Introduction
Rachel - I had no idea the Daily Five took from 2 and a half to 3 hours!!!! That was a little surprising to me. Do you think the same structure could be successful if the blocks were 20 minutes long versus 30? I especially appreciate that it is building independent learners who are self-motivated. The choice that is given to the students should improve on task behaviors, and the integration of writing instruction and spelling helps make the time frame more manageable. I am interested to see how each component is structured. Some questions I have right now are: What if all kids want to do the same activity during one block? Is it okay if 18 kids are reading to themselves at the same time, or is the goal to have smaller groups doing things at a time?

  Danica- I liked the idea of instilling literacy habits that allows students to work independently on meaningful tasks. My first reaction after looking at Figure 1-4 The Daily Five Literacy Block is that you would be stopping in between reading groups and adding a focus lesson (5-7 minutes long) for the whole class. Is that what they focus on then during the next independent block? I am interested to read further and find out about the application piece for students. I would hope the time can be altered to meet your needs. I really like the concept of a student driven and high student engagement approach that is meaningful. Rachel - I noticed the breaks being a time for mini-lessons also. I think the 5 activities are the same, they can just do them in any order they want. I think the things they are doing in the blocks do not require that day's teaching.

Denise- I too liked the idea that the students are involved in meaningful tasks instead of "busy work" while guided reading groups or independent conferencing is going on. I also like that they give choice to the students which helps them feel a part of their learning and take responsibility.

Angela- I really related when they were talking about being exhausted at the end of the day and wondering if students really learned or just did busy work. I also understood the frustration of trying to manage the whole class while you're working with a small group. Of course, I also was shocked that this takes about 3 hours to do and I'm wondering what this will change about how we do scheduling. I also wonder what skills we would have as options if we used the same format of the Daily Five for math. Would that even be possible, because I know in Math the lessons can be pretty long and a lot of modeling is involved? For the 5-7 minute focus lessons that they do, do you think that includes any student practice or just teacher instruction? Is it one focus lesson separated into several parts or several focus lessons? I'm really excited to see how this works and implement it in the classroom! Rachel - I have also put a lot of thought into how we can make this work for math, science, and social studies. One thing that I feel we can try right away is having them come to a meeting place on the floor to learn, send them to their desks to work, and bring them back to reflect / write in a math journal about what we did that day. I have also thought about a similar rotation with 1. practice facts 2. work on vocabulary 3. math practice 4. scientific inquiry 5. social studies. The 5 to 7 minute focus lesson for each would be very different, and the math lesson would need to be longer, but I think we could alter it to fit our needs. Erin-I feel the same was about the busy work. I would like to have the five activities available to my students and have them independently picking what they are working on. I have always been reluctant to try this because I didn't want to have to manage it and focus on a small group at the same time. I would rather have students working on meaningful activities. I am also wondering how we can make this work with our schedule.

Jenn-I have taught using the Daily 5, but it's been a few years and it was with a different grade level. I find myself looking at this as if I've never seen it before! I'm excited to read on and start to put this together in my head a little more. I agree that too often the work we give is busy work; I'm sure I'm not the only one who has found myself thinking "okay, I need one more center this week...what could they do with this story??" Sometimes it's a quality activity, sometimes it's just something to fill the time! On the other side of things, however, I wonder how this will impact our grading; if my students are constantly involved in authentic learning, that's great, but how do I get scores in the gradebook?? I think that we will have to seriously revise our current system (i.e. perhaps having a "literacy" grade rather than splitting it into spelling, writing, reading). I think that Rachel is right in saying that we might need to revise the length in that we can't afford 120 minutes a day, so 20 minutes would probably be fine. Our fifth graders, after all, already have the basic mechanics of reading for the most part; now they are learning to USE it. As much as I love the idea of implementing this, it is also OVERWHELMING to try to think differently about instruction when it is so drastic! ;)

Patty-The big question I have thought about all summer was how am I going to rework the structure of my classroom. With the introduction of this chapter it has really made me think harder of how I am going to make this work. I want the "student-driven management structure that will fully engage students in reading AND writing." The schedule... implementing three hours of reading including the 90 minute instruction! Wow! seems like a big beast to tackle. However, very much agree with spending the first weeks of school instilling the lit habits for the students. It will only be successful if it is done at the beginning for me and the students. Jenn you make a good point about the grading. I was thinking the same thing about this... What will it look like?

Chapter 2: From "Management" to "Principled Habits": Foundations of the Daily Five
Rachel - I am just going to list the 6 components, and we can each respond to them (if you want to) in an effort to save us typing the same 6 things over and over:

 Denise - I like the idea of trust instead of "being managed by the teacher", looking over their shoulders, but letting them know they are responsible.  Danica - I liked the analogy they used of a new driver. <span style="color: rgb(255, 0, 0);">You have to trust children in order to build confidence yet there is the understanding that if they encounter trouble you will be there to support them.
 * <span style="color: rgb(128, 0, 0);">trusting students - <span style="color: rgb(0, 0, 128);">This of course reinforced what we already know - our relationship with students is the foundation for learning. We need to learn to trust them to do what needs to be done. In order for this to happen, we have to be explicit with our instructions so they know what is expected of them. I found it interesting to look at your day and find areas where kids can self-manage and to turn over that control.

<span style="color: rgb(0, 128, 0);">Angela- In the first chapter, they said that they spent the first 20 days building community and teaching their expectations. I would like to be more purposeful this year during the first month about teaching expectations and building community. Also, I would like to have students set goals at the beginning of the year and have the goals written in a book that they use as a daily journal so they can reflect about what they learned each day at the end of the day. <span style="color: rgb(255, 77, 0);"> Erin-I am with you Angela. I too would like to be more purposeful and take more time at the beginning of the year. In previous years we had students set independent goals for the year. I would like to do both independent and class goals this year.

<span style="color: rgb(255, 0, 62);">Jenn-I thought the driving analogy was perfect...I know that sometimes I am guilty of teaching a skill and then leaving a struggling student to do their work, when I really need to make sure that they know that I am right there, ready to step in and help at a moment's notice. The idea of trust going both ways is so important...I know that there are definitely times when I am doubtful to trust a student, but I need to get better. Angela, I love the idea of a journal or some such thing for them to write goals in; I would love to come up w/ a guide for helping them w/ their goals. It seems like if they do it w/ no guidance they are always the same goals...get better at timed tests, get more AR points, etc. rather than focusing on particular skills or areas of study that interest them. <span style="font-family: 'Comic Sans MS',cursive;"> <span style="color: rgb(128, 0, 128); font-family: 'Comic Sans MS',cursive;">Patty-Funny how within this component of trust the comment that stood out when thinking of fifth graders..."do they really need to go to the bathroom and get a drink all at the same time?" seriously? How much time would I save??? How time would this save my students? Would it save problems in the hall??? Being clear about what is expected and why and putting the trust to show them how is what I will have to do. Seems we are always wanting our 5th graders to be responsible, what better way then to work on trust. Making myself less in control...and allowing them to have self-management. <span style="color: rgb(255, 0, 255);"> <span style="color: rgb(128, 0, 128);">Denise - I like giving students choices in their learning helping them feel a part and taking ownership. <span style="color: rgb(255, 0, 0);">
 * <span style="color: rgb(128, 0, 0);">providing choice - <span style="color: rgb(0, 0, 128);">It rang true to me when they talked about hanging up the schedule, and the kids were constantly reminding me, as the teacher, of when things should be happening. I like the idea of letting students choose what order to do their activities based on their needs. They will all be doing the same activities, just in a different order. It goes back to trusting them to accomplish what needs to be done.

Danica- The students do the Daily 5 activities but they have the power to choose what order they do them in. The students self-monitor their progression towards meeting their goals. Purpose + Choice = Motivation. <span style="color: rgb(0, 128, 0);"> Angela- I really liked that equation too! Purpose + Choice = Motivation. I think motivation has much more to do with student learning than most teachers believe. Many times we want our students to learn and do our best teaching, but then when they don't learn we don't know why... lack of motivation! Giving students choices will be a great motivator because then they have control over what they do and when they do it. <span style="color: rgb(255, 77, 0);">Erin- Absolutely! Students need to have buy in. Last year I tried to give my students more choices and let them vote as a class. When they could decided I thing they worked better and put forth more effort. I had several special needs students in class last year and I learned how important going over the schedule is and having it posted. I found posting changes to our schedule helped most students. <span style="color: rgb(255, 0, 62);"> Jenn- I love the idea of students planning their day using the questions found on p. 20 (What are my goals in reading and writing, What will I do first, Whom will I work with, What will I accomplish, What was I working on yesterday that I want to continue today?). I am envisioning some sort of planning sheet, maybe a quarter page, that they could keep on a "work clipboard" so that they could keep track of where they are, i.e. if they are working on a project they make sure their on schedule, make sure they are hitting each of the Daily 5, etc. One thing that I am a little leery of is making independent reading one of the Daily 5...in my experience, it works better to have that time separate so that everyone is doing it at the same time, that way nobody gets distracted. I have to think that through a little more, so we'll see!

<span style="color: rgb(128, 0, 128); font-family: 'Comic Sans MS',cursive;">Patty-Structure and routine! I like the idea of choice of when to do the work, but yet making sure they fully understand it is something they have to get done and not avoid. I guess that is where I must make sure I trust, and that they are accountable for THEIR goals. I agree Jenn, having a check sheet for the questions would be helpful, self reflection of their day. I must remember that motivation and mood will determine their work also. This will take a LOT of structure from my planning also.

<span style="color: rgb(128, 0, 128);">Denise - I am sure this would take a lot of practice in modeling over and over again to ensure it is done properly.
 * <span style="color: rgb(128, 0, 0);">nurturing community - <span style="color: rgb(0, 0, 128);">The idea of a community of learners self-managing and managing their peers' learning seems like an out-there concept. I know it can be accomplished, I just am in awe of a classroom where it actually is working. I guess, if you have mutual trust, and kids are working on activities of their choice in a classroom where everyone is responsible for his/her own learning, it is possible. I am just curious as to how to make it happen.

<span style="color: rgb(255, 0, 0);">Danica- I like the idea of the students holding each other accountable for their learning behavior. I agree with Denise that is would take a lot of practice to insure that this is done in an appropriate manner.

<span style="color: rgb(0, 128, 0);">Angela- I'm looking forward to learning how they build community in their classrooms so that students interact positively with each other and encourage each other to do their best!

<span style="color: rgb(255, 77, 0);">Erin- Me too! I think at the beginning of the year I will spend more time on class building. I am wondering how to create the nurturing community earlier in the year. It seems to take me at least half a year to get my kids to this point.

Jenn-I spend the first week on team building only, w/ no curriculum instruction...in one school I taught in, we were required to do it that way, and then to devote 20 minutes a day to team building. I had such an awesome class that year!! They really were a team; if one kid didn't want to participate, the other kids in his group would not allow him to check out. They would approach that student and explain to him that they needed HIM, and that no one else could bring to their group what he had to bring-and this wasn't a popular kid by any means, but they all valued each other. Having said that...what do you do w/ those kids who don't buy in to this system? Some kid don't care if they have choices...they just aren't motivated!! Maybe that's the cynic in me...

<span style="font-family: 'Comic Sans MS',cursive; color: rgb(128, 0, 128);">Patty- I like the idea that the child is accountable for his learning behavior and the class supports that. I agree with all of you about making sure that class building is began at the beginning of the year with a LOT of modeling.

<span style="color: rgb(128, 0, 128);">Denise - I too learn better when someone can tell me why I'm learning this making it more meaningful to me.
 * <span style="color: rgb(128, 0, 0);">creating a sense of urgency - <span style="color: rgb(0, 0, 128);">This section of the book really spoke to me. Answering the "why" we are learning things for kids is vital. So many times I have been asked why we have to learn what we are learning. If I answered it upfront, students would understand why and be more engaged in their learning.

<span style="color: rgb(255, 0, 0);">Danica - I agree that students are more willing to comply with our requests if they know "why" they are being asked to do a certain task. Students would be much more motivated if they know the value of the task at hand and they might work harder. <span style="color: rgb(0, 128, 0);"> Angela- I try to do this when I'm introducing a lesson, but sometimes it's hard to answer the "why" question with some science and social studies information! <span style="color: rgb(255, 77, 0);">Erin- I agree with all of you. I need to know why I am learning something. If I don't see the purpose I don't put forth the effort I should. I think some students often feel the same way.

Jenn-I, like Rachel, really feel that this speaks to me! The first time I read this book that was the most valuable thing I learned. We, as teachers, need to have a sense of urgency that we pass to our students...that they cannot go one more day w/o this knowledge, that we cannot afford to wait one more week to work on our reading skills. Sometimes, however, our actions betray this belief...if our class is constantly being interrupted (I can't think of an example...perhaps silly school assemblies or just plain disruptions in schedule), then what does that say to our students? "It's urgent that you learn this because this is information you need, but not more important than going to watch some dancers who are visiting our school?" Sometimes assemblies and such are important, but I think that we as teachers need to step up and more zealously guard our students' learning time so that they have that time to continue their sense of urgency. It's hard to be urgent when you keep getting interrupted.

<span style="color: rgb(128, 0, 128); font-family: 'Comic Sans MS',cursive;">Patty-Wow Jenn! You speak I think for many of us. I agree with all. I want the reading to become an "ENJOYABLE HABIT". <span style="font-family: 'Comic Sans MS',cursive;"> <span style="font-family: Symbol; color: rgb(128, 0, 128);"> <span style="color: rgb(128, 0, 128);">Denise - I never really thought of this before in older students. Makes sense to build stamina building up to more.
 * <span style="color: rgb(128, 0, 0);">building stamina - <span style="color: rgb(0, 0, 128);">I had never thought of this before. We assume our fifth graders can read for extended periods of time, when in reality, they may not be able to at the beginning of the year. Are we ruining the reading experience for them? this is definitely true for writing instruction. Most of my students cannot write for 15 minutes. Am I asking them too much too quickly? Should I shorten the writing time and build writing stamina? At what point are students ready for a 30 minute Daily Five block?

<span style="color: rgb(255, 0, 0);">Danica - I know that with the primary students this "stamina building" is an issue. They have to build up to being able to read or write for an extended period of time. Individual students do this at different rates. Some come in ready to do this where others have to build up to it. I believe the power of choice comes into play with this process. If the book or writing assignment has meaning and purpose then students are more engaged.

<span style="color: rgb(0, 128, 0);">Angela- I liked the quote, "As teachers we needed them to be independent so we could use that time to individualize instruction for every student." I agree that it will be good to work up to spending longer amounts of time working. How many minutes should we start with? <span style="color: rgb(255, 77, 0);">Erin- I guess my expectations for journaling time are shorter at the beginning of the year because I just figured in forth grade they didn't write for long periods of time. By the end of the 5th grade year they are able to write longer and often ask me for more time. I have never applied the same thinking in writing assignments. I think I need to shorten my writing assignments into smaller daily chunks. I am expecting too much at the beginning of the year. This is probably why I get so frustrated in writing at the beginning of the year.

Jenn-I agree w/ Erin...writing instruction can seem so frustrating sometimes when they won't do it...but maybe the problem lies in my expectations. I liked the paragraph that said "If we start with a task that children have no stamina for or lack the ability to do, they are not only doomed to frustration and failure, but why would they ever return to that activity on their own?" That is so true!! I bought Tae Bo tapes several years ago...the workout was difficult and hard, and I tried it a few times and then gave up...I wasn't experiencing any success. How many assumptions do I bring into the classroom about what my students can do that are incorrect, and how much more successful might they be if I leave those assumptions at the door and instead "support them, cheer them on, and help them succeed?" I also liked what they said about not counting workbook time as "reading" time; workbooks don't make better readers.<span style="color: rgb(128, 0, 128); font-family: 'Comic Sans MS',cursive;">

Patty-I like the idea of them knowing what is STAMIA and the "Why" once again! As what Erin and Jenn wrote, you have spoke clearly for me. You would think as long as I have been teaching fifth grade I would exactly know what to expect from fifth graders, but as every year goes by I find frustration that my fifth graders are not where they need to be. I must rethink and focus on stamina building for my students and myself.

<span style="color: rgb(128, 0, 128);">Denise - Never thought of it before that it was interrupting students' learning.
 * <span style="color: rgb(128, 0, 0);">staying out of students' way - <span style="color: rgb(0, 0, 128);">When is it getting in the way, and when is it assisting? I am interested to read more about this. What I am understanding is: we do not need to give unnecessary positive reinforcement because it interrupts our students' learning, and they become dependent on our praising presence?

<span style="color: rgb(255, 0, 0);">Danica- Wow, I guess this one was a bit of a shock to me but I can kind of see the point. If I am reading and someone comes and says anything to me, I have to start the paragraph over. I always walk around and talk to the students one-on-one while they are writing. <span style="color: rgb(0, 0, 128);">Rachel - I don't think it was saying not to conference with them, which is what I am understanding you are doing while they are writing. I think it is just unnecessary comments of praise like "You are doing such a good job reading!" But your comment raises another question... if we are working with a small group on reading during these blocks, when do we conference about writing? Is the small group focus elastic or do we focus on the same skill 5 times?

<span style="color: rgb(0, 128, 0);">Angela- Wow it really makes sense that part of the reason I've had classroom management problems is because of my "positive reinforcement" because then students want it whereas if I would just hold back, they would be more independent! If students know what they're expected to do and they do it, why should we feel like we have to thank them? They're just doing what they should be doing! <span style="color: rgb(255, 77, 0);">Erin-I hadn't ever thought of what I was doing as being a negative experience. It makes sense.

Jenn-One thing that Nancy always reminds me is not to use "I" statements, such as "I see that you are struggling with keeping your chair on the floor," or "I like the way you are standing in line" because that makes the students feel that their self-worth lies in pleasing others. Instead, you should just make observational statements such as "You are struggling with keeping your chair on the floor" because it does not involve my judgement; it is simply a statement of the conversation. I don't need to insert myself into every situation...I need to keep "me" out of it--they know what needs to be done. I think the same thing is being done here. They shouldn't be dependent on me for praise (not that it's bad to praise), because they should intrinsically be able to manage themselves at this age.

<span style="color: rgb(128, 0, 128); font-family: 'Comic Sans MS',cursive;">Patty-I would really like to know the answer to Rachel's last question. You have a good point. As what Danica said I would have to agree... I too loose focus.

**Chapter 3: What's the difference?:** Key Materials, Concepts, and Routines for Launching the Daily Five
<span style="color: rgb(0, 0, 128);">Rachel - I thought it was particularly interesting that fifth grade kids should still meet in a place to learn (sitting on the floor) and then go out to their seats to practice, coming back together again to reflect. Amazingly, this concept comes from "Strategies That Work" which we are studying this fall. I guess I had always assumed they were too old for sitting on the floor... I was wrong. The idea of repeated short practice of desired behaviors seems logical. I also value the idea of having students who struggle with behaviors model poor behaviors and then model positive behaviors to show themselves they can do it. Throughout the entire chapter, they talked about establishing these routines in the first few weeks of school. I am curious as to how many weeks? I am also interested in how to establish this structure in math, science, and social studies. Another question I have is the transfer from one classroom to another of these practices. (At Prosperity) Is the process of establishing these classroom behaviors something we do with combined classrooms Maxfield/Reynolds <span style="color: rgb(0, 0, 128);">and <span style="color: rgb(0, 0, 0);"> Babcock/Ingalls <span style="color: rgb(0, 0, 128);">? Where we meet for a time with all students to create a community that consists of two classrooms with the same expectations?

<span style="color: rgb(128, 0, 128);">Denise - The modeling of good and poor behaviors I've seen many times during the counseling time for my students...I had usually modeled the poor behaviors of what not to do during my class as well (which produced much laughter) but why it never occured to me to get the ones who struggled with the behavior to model poor and then good to show they could do it?? Sounds good. Are you saying we would meet all together each time? That sounds like a lot of time...or are you saying meet together once to create a sense of community? <span style="color: rgb(0, 0, 128);">Rachel - I was thinking a one time thing... set up a sense of community between the two classrooms so that they sense that we are a team working together and not two separate teachers. Jenn-If you know you are all using the same basic dialogue (i.e. Character Counts!) then you should all come to almost the same set of expectations. I think if you are team teaching you'll need to communicate a lot w/ your partner. When we did this in Garden we all went through a week long training so we all had exactly the same expectations in our classrooms; my partner and I spent a lot of time w/ our individual homerooms building a community, but we also came together a couple of times a week during our team building time to do group activities. One thing that we did (and that Patty and I did last year) was a ceremony a few weeks after school started in which you take a rope and make it into a huge circle on the playground. In the middle of the circle you can place things that we attain through education (i.e. a diploma) if you want to-I never have. Then we all stand around the circle (our team, including teachers, students, and paras) and we discuss the journey we are on to attain our goals, and how we have to work hard to get there. We then ask all adults and students in the circle to step into the rope circle to symbolize their commitment towards working hard toward their goals. It is very powerful!

<span style="color: rgb(255, 0, 0);">//Danica- The part that really fascinated me was the I PICK good fit books. I really liked how it outlined the components of purpose, comprehension and interests. I really liked the "shoe" lesson but wondered how this would be received by 5th graders. I think it is worthwhile to teach children how to select "Good Fit" books. I also liked the I Charts that were used to help students understand what something should look like. I too liked the modeling of good and bad behaviors have having a student that struggles demonstrate. I liked that this child has a chance to prove he/she can do it.// <span style="color: rgb(0, 0, 128);">Rachel - We have a really fun shoe writing activity that this works wonderfully with. The kids are really receptive to our 'shoe' writing <span style="color: rgb(0, 128, 0);"> Angela- How would/could you use manipulatives if the students are all sitting on the floor? I would think that would be frustrating! I think it would be great to go over our expectations in teaching teams at Prosperity- for Erin and I to introduce this at the beginning of the year together so that students know that this is what WE expect of them (with the I PICK and all of the procedures). I also wonder about the book boxes. Would students put books from our classroom libraries in there, ones they bought, or library books? Would it be practical for 5th graders to have 8 books in their book boxes? I think it would be nice to have chimes as an attention-getter. Would we arrange our desks in rows that face each other so that we have plenty of floor space for students to sit and be comfortable? <span style="color: rgb(0, 0, 128);">Rachel - using manipulatives on the floor may be challenging, but if you had all your kids sitting around in small clusters on the floor, with piles of manipulatives amongst them, you could use the document camera as a focal point for their usage. You could have more kids moving the manipulatives under the camera and they would be more engaged. You also wouldn't have to worry about manipulative noise on desks and pieces falling to the floor. You would already be there! <span style="color: rgb(255, 77, 0);">Erin-I like the idea of getting both classes together Maxfield/Reynolds and going over expectations. After watching Randy at the end of last year with a group of students during math/reading time on Friday sitting on the floor I decided to give it a try. I think the kids liked it. I always thought at 5th grade they would be too old to sit on the floor. I liked the I PICK good fit books. I plan to go over this first thing. I also plan to implement anchor charts and hang them up in the class. I wonder what a difference this will make? It makes sense to display what we have talked about and then keep referring to it. I am wondering where I can get a set of chimes as an attention-getter. I have used a timer in the past but maybe that isn't the best choice. I like the idea of check-in. It is a quick self reflection from students. In the past I have had students brain storm correct and incorrect behavior but I have never had students model them. Nor had I had the class clown model both. I can see the benefit to doing that

Jenn-As I was working in my classroom today I was thinking about establishing a gathering place, what that would look like and where it would be. My classroom is large enough that I often have the kids come sit on the floor in front of me, but I haven't designated a particular "place." I ended up moving all of my desks so that they aren't all grouped in the center of the room right in front of the Promethean; now they are scattered in groups all around the room. If my kids won't be sitting in their desks while I'm teaching there is no reason for them to be there. I'm going to call them "workstations" this year, because they will only be used for independent work. I'm also going to buy a cheapie carpet from Walmart to denote our gathering area. I love the idea of them constantly changing their state as they move to different areas of the room! It is challenging to give up on "my" traditional views as far as how "my classroom should be! I love IPICK, and want to implement book talks this year; 3-5 students will be assigned one day a week, and at the end of our reading time they will get up in front of the class to share something, whether that is why it is a good-fit book for them, or maybe a favorite passage, or some other prompt. If we do this daily I think kids will really begin to dialogue about their reading!! I once heard or read someone say "I've never read a great book and run out to build a diorama about it." If we, as adults, read a good book, we TALK to people about it. We need to teach our kids that! LOVE the anchor charts...I tend to throw out things we don't use anymore, but like what htey say about that..."Disposing of it would be throwing away a connection to prior learning." So true!! I also like the good and bad examples. Really drives the point home!

What do you all think of the book boxes?? I've done that w/ littles, not sure how that would look w/ bigs? <span style="font-family: Symbol; color: rgb(128, 0, 128);"> <span style="color: rgb(128, 0, 128); font-family: Symbol;"> <span style="font-family: 'Comic Sans MS',cursive; color: rgb(128, 0, 128);">Patty-Wonderful ideas ladies! This whole section kept me thinking Quantum! Change in thinking, anchoring ideas to where they are located, etc. I too have really looked at the make up of my room this year. Keeping the idea of center areas for the reading and math this year, I wanted my room to be set up differently. Not having a very large room, I still wanted an area for my students to be able to come for our 'brain breaks'. With this in mind I want to have it available for anchor charts to be made. Yes Rachel, I was think of the shoe writing activity with the "Good-Fit" lesson. What better thing could we give our students than to empower them in choosing good-fit books. I wish I had this gift in fifth grade. I really like the idea of asking the questions ... doing the same process each and every time. Once again structure and routine. Setting up book boxes: Within in my notes within my book I have ... Mmmmmm....can I do this in 5th grade? I can't seem to get a clear picture on this. One thing I have done this year, which I haven't had since being at BGS is having my reading corner again. With this thinking I am hoping I can put the focus on creating good-fit book tubs... (ie figure 3-6). Chimes are on my list of purchasing for this year.... can't believe I just typed that. (not a fan of it at PD meetings). Practice, Practice, Practice... those first weeks of school is VITAL. I have written this on my notes for planning. One thought that really spoke to me was the thumb check-in. Love the idea of no thumbs down.. "Send a clear message that we are all works in progress!" The idea of a thumb sideways meaning "they think they are somewhoat independent and successful but could do better."Giving this close to heart is for their own self reflection. Modeling...Modeling...Modeling...and the use of the child that likes to have an audience...funny I always try to avoid them...change of thought for me! =<span style="color: rgb(128, 0, 128);">PART II: THE DAILY FIVE IN ACTION =

**Chapter 4: Read to Self**
<span style="color: rgb(128, 0, 128);">Denise - Again, I find it great that Strategies That Work is being quoted (p.46) since we are going to be implementing concepts from this book as well. I liked the idea of repetition, stopping if someone quits focusing or starts distracting others, regrouping and starting again. Practicing this behavior over and over again never occurred to me. I just expected them to do it.

<span style="color: rgb(0, 128, 0);">Angela- I like that we will be really thinking through what Read to Self will look and sound like and that students have input. This gives them ownership and builds independence. I agree with Denise that the focus of only practicing correct behaviors and stopping (having a state change) if they're incorrect so that these behaviors aren't repeated. I have to remember to not watch as they practice- to stay out of the way!

<span style="color: rgb(0, 0, 128);">Rachel - One part of "Read to Self" that I found interesting is the 'book box.' This allows for multiple books at a kids level so that they are not constantly visiting the class library. I have had kids that spend the entire time 'looking' for a book and not reading. I loved the idea of a book box. Having the "i" chart visible after creating it is another idea that I find helpful. My only question, Where do you hang all these charts? ;-) <span style="color: rgb(255, 77, 0);">Erin- I have discussed what I expect during silent reading time but never had a student model it. I had never thought of having the students practice and reflect several times. Now it seems so obvious. It all goes back to gradual release. I often get in a hurry and release too soon.

<span style="color: rgb(255, 0, 62);">Danica- I like the idea of sitting them down and making the I Chart and brainstorming with students what "read to self" looks like. The talked about the 3 ways to read a book and the first thing that popped into my mind was that we do this a lot in primary grades. I for some reason, never thought about gathering 5th graders up to the easel and going over these things. I still like the idea of having a student who is prone to acting up demonstrate the inappropriate way and then having them turn it around and show us the correct way. Now, I'm asking you girls b/c you are the experts... how much time should 5th graders spend reading picture books during read to self time? I know that value of the children's literature is great and that there are times when the work perfect for teaching certain skills. I was just wanting your thoughts. While building stamina I would think the 3 minutes could be raised a bit. I think it is valuable to model, practice, and then review. Like Rachel said, I like the idea of a book box too.

Jenn-I'm w/ you all in that I love the idea of the book boxes. I did it w/ my second graders and it worked wonderfully; they absolutely were not allowed to restock their book boxes during their reading time, but had to do it at other times during the day. I hadn't thought of doing it w/ 5th graders since most of them are reading bigger books; I would hate for them to think that it's okay to just kind of "skim" a chapter book before switching to another. I do, however, think that it would eliminate a lot of the "book shopping" that I see happening during reading time for them to have that basket. As to Danica's question...at BGS somebody at some point made "rules" for how many books and points a 5th grader should read each nine weeks. Last year I saw a lot of my kids choosing to read very simple .5 or 1 point books in their level just to get their points quickly, so I changed my expectations and didn't let them read .5 books unless they were struggling readers until after they had met their reading goal (1 bk. every 2 weeks). This way I knew they were reading books that would make them better readers, but they still had the opportunity to read anything that interested them...I just think that, as a general rule, 5th grade is a "growing up" year when we need to really get them transitioned out of picture books unless they need them. <span style="font-family: 'Comic Sans MS',cursive;"> <span style="font-family: 'Comic Sans MS',cursive; color: rgb(128, 0, 128);">Patty-Who would think to practice "silent reading" mmmm.... I think it would really help the bad behaviors many fifth graders bring from previous years. I know I need to get an easel! I would like to to launch this within my room. I am really excited about this strategy within my room this year. But the biggest question I am finding myself question is where does AR fit into this? Normally when students finish their book they are then to check with me and take an AR test over their reading. How can I still maintain this within my school year? Book Boxes, has made me think if I allow them to have several different books to check out, making sure to have one that fits my criteria (chapter book) and then a few that might hit the other genre of the Sunflower reader? Am I defeating what is the purpose? I need to gage my staminia! I do see why reflection is so important and I like once again the self thumb reflection. =) Danica I am also with you about the 3 minute time... seems a small amount for 5th grade. What should we try with our students? <span style="color: rgb(0, 0, 128);">Rachel - I think we should start with 3 minutes. It seems short, but it could quickly be bumped up with success. You might only have to practice at 3 minutes once before you could go 5. It will also give the kids who are usually up and around a chance to be successful at silently reading before increasing their time.

**Chapter 5: Read to Someone and Listen to Reading**
<span style="color: rgb(0, 0, 128);">Rachel - This has been my favorite chapter so far. When I did partner reading, I always assumed I HAD to have two copies of the book they are reading together. It never occurred to me that they could both touch and read the same book. I also like the idea of the comprehension checks after each page. If my kiddos had done that, they probably would have done better on the book assessments. The only question I have about reading to someone, is the part about reading two books at once. I understand how it would help with fluency for partners at different reading levels, but does anyone think it would interfere with the comprehension of both texts? If I were to read a page from a book and then hear a page from another, I would probably get confused about what was happening in each book. I found it interesting that kids at any level like to hear books on tape. I guess it should not come as a surprise since there are many adults who purchase books on tape. It was just a lost form of reading to me.

<span style="color: rgb(255, 77, 0);">Erin-I liked the way the chapter was step by step. Everything has been thought out from how students should sit, the volume to use, picking a spot to sit, picking a partner and book, ect. It all goes back to modeling and practice. Students need to see what is expected, experience it, reflect on it, and then do it. What I keep going back to is modeling correct/incorrect behavior. While practicing you can keep adding more time to help their stamina. I liked the statement "the loudest voice in the room in the room is the one that regulates the noise level." It is so true. EEKK will make partner reading easier. I had the same thought Rachel about needing two books. I liked the way the listener had to do the check. During partner reading I often observed the one not reading staring off into space or being disruptive. Doing the check will hold them accountable. I had never thought about putting challenging students in risky areas. I tried to keep them from those areas and that is exactly where they would always go. It will be interesting to see if it really works. I haven't really done much with books on tape/CD. I guess I thought by 5th grade they were getting too old.

<span style="color: rgb(0, 128, 0);">Angela- I agree with you, Rachel! I think that reading two books at one time may impede comprehension. As an adult, I would get confused! I would LOVE to have a quiet, but busy with engaged students learning, room and hope that modeling will help students keep a reasonable noise level! I really liked the "Coaching or Time?" option. I think this could easily be applied in Math because when students work in groups, they may want time rather than help, so I can refer to this with Math! :) One of the first things that I thought about the listen to reading was "where are we going to get recorded versions of stories"? Are these available online or will we have to purchase them? I like how Erin has started having students read books onto the iPod. Maybe this can be part of the "Read to Self"? Are we actually going to have check marks for the students to use during partner reading? If so, when are we making these? How big will they be? What will they be made of?

<span style="color: rgb(255, 0, 22);">Danica- This chapter was really helpful because it does really break it down step-by-step for you. The idea that brought the most meaning for me was the "read to someone." We "buddy read" all the time but it never occurred to me to through in the check for understanding piece. This would really be helpful in other subjects as well. I agree with you guys that having two partners reading different books would confuse me! You guys have said this but I really like all of the modeling that takes place with the volume, how to sit, where to sit. ,etc. I also found it interesting where they said your instinct is to find special places for the kids who have a difficult time staying on task and how that is just going to make them want to shoot for the place you didn't want them the first chance they get. I really enjoyed this chapter and found its information to be useful.

Jenn-This was a great chapter as far as showing the step-by-step layout goes. I agree with all of you that buddy reading two seperate chapter books would be CONFUSING!! I wonder if it would work to take apart old Weekly Readers, Story Works, etc. and have them read those shorter articles together. At one of my old schools we had a subscription to Reading A-Z and could print off leveled books, both fiction and nonfiction, for buddy and supplemental reading. One of my Title I teachers in Garden was a big proponent of books on tape for some kids who struggled w/ fluency; she would buy books on tape or would have really fluent readers record themselves reading books (Erin, do you really do this w/ iPods? Do the kids who do the reading enjoy it? Short books or long books?). The Title teacher I watched would let them listen to one book, but she firmly believed that they had to be held accountable (AR test) and that they HAD to have their eyes on the book while they were listening or it was pointless. In order to avoid them becoming dependent on that they weren't allowed to do it all the time! Each of our classrooms had a walkman to listen on, and at the beginning of the year we made a sign up sheet and just went down the list allowing kids to listen to books.

<span style="color: rgb(128, 0, 128);">Denise- I have used books on tape in my classroom before because I had such low ESL readers within my upper grade class. My school had a lot of books on tape even for higher level reading students. I used to have them write a quick summary on their log of what they read (heard), especially for them to know what had happened the next time they were able to "get back to reading that book". (It also helped me to see if they were really understanding the story and improving summarizing skills) I also insisted that they have their eyes on their book and know where the reader was at if the tape were stopped. The lower level books I had the students whisper read along with the book because usually the reading is slower and it helped my students with fluency and pronunciation. I have a question about read to others. I too have done this with one book. A question with two books is that the author says the listener is to be the summarizer. This would be good for improving listening, but what about the reader who reads fluently but can't comprehend or retain information that he read. Is that reader's reading comprehension of his book being worked on then or his listening/summarizing skills?

**Chapter 6: Work on Writing and Word Work**
<span style="color: rgb(0, 0, 128);">Rachel - This chapter was very clarifying for me. Originally, I thought all writing instruction could be done during this portion of the Daily 5, I was wrong. They state that this is a supplement to a daily writer's workshop. Though, it sounds like it contains the components of what we have been discussing the past year: mini-lesson, writing time, sharing, .... I am curious as to how we could make this work with how we currently do spelling. Would our spelling be part of the Daily 5? Or would we place curricular vocabulary into this framework? <span style="color: rgb(255, 77, 0);">Erin - I never thought about modeling each step of the process in my daily journal time. I have shared my journal writing for an example, but never gone over my expectations and had the students practice. I am wondering what activities I can come up with for spelling. I hope once I get the Daily 5 going in reading it will be an easy for the kids to use the same framework for writing and spelling. <span style="color: rgb(0, 128, 0);">Angela- I think students will enjoy writing about anything they want during this time. Hopefully, they will feel more comfortable when they write about other topics. I still didn't understand exactly what students will be doing with word work except spelling words. What materials do we want to have available for students to use during this time? <span style="color: rgb(255, 0, 0);">Danica- I guess I didn't realize that 5th graders would still be forming spelling words out of clay and Wiki Stix. I like the idea of the writing notebook being housed in the book boxes. I can see the work on writing and word work being a good addition to the Daily 5 in the primary grades but I would think that the focus should be on "work on writing" in the 5th grade. ....After further reading I see that they agree!

Jenn-At the back of the book it says that word work is not for 5th grade, but I think we need to include some, even if it is just spelling. I am a little confused about one thing: time. Looking at my schedule, I have 90 minutes allotted for literacy, and could throw in another 30 if I needed to. Now they are saying that our daily 5 time requires additional time for a writer's workshop?? How are we going to squeeze it all in? I really need to think about that and see what I can come up with. I am so excited to get started on all of, but am concerned about the timing issues. Erin, I'd love to see your list of spelling ideas; I was thinking that they could even be responsible for taking their own spelling pretests and posttests on spelling city.com (it will read the words to them and they have to type them).

<span style="color: rgb(128, 0, 128);">Denise- These were my questions too. What kind of time do we have? What kind of work work/spelling would be meaningful during this time for the students? spelling city.com ... I'll have to look at that. I'd love to get ideas from all of you of what you've found effective in years past.

**Chapter 7: Putting It All Together and Troubleshooting**
<span style="color: rgb(0, 0, 128);">Rachel - It was nice to have a chapter devoted to common questions that teachers have about using this structure in the classroom. The reduction of five components to three was interesting. Especially since they waited to the last paragraph to address this issue. There is some discussion that needs to happen at Prosperity as to how we make this work in science and social studies. They said to integrate into the reading time, so how do we make that work in our current situation? I am also curious about room arrangement. Their example of flexible space is great in theory, as they use tables, but what do we do about supplies, texts, ect... Part of me says "Hey, lets forget about assigning desks and create class supply sets!" But another part replies "How would the kids and parents react to their supplies being taken at the beginning of the year and shared throughout the year?" We wouldn't have to have texts at their desks, we could have them on bookshelves or a small set at a station somewhere in the room. For social studies, I like the idea of having kids "listen to reading" using the CDs that accompanied the text. (Wonder where those went?) I am being pretty random, but hey... that was how this chapter was laid out. <span style="color: rgb(255, 77, 0);">Erin - I too wish they had spent more time talking about only having 3 components for intermediate. It sounds like even if we don't have a solid block of time we can be flexible with scheduling the Daily 5. I was wondering how this would work with at risk students. It sounds like they will enjoy it if they still have choice and we help them organize the order of it. I also thought they shared a great tip about releasing students to their small groups and letting them get settled on at time. I do think this will set a more calm tone. I too am wondering how we can use this for science and social studies. <span style="color: rgb(0, 128, 0);">Angela- Rachel, I have a set of CDs! For Science and Social Studies, would we break down whatever the assignments are so that students can choose if they want to do Science or Social Studies first? The daily three: read social studies text, worksheet/activity for social studies, worksheet/activity for science? The only problem is that the time needed for these subjects is very different and fluctuates throughout the year. On a completely different note, I guess it would make sense to just let the read-aloud we do every day be the Listen to Reading part. I was thinking the options for Math may be as follows: Work on Math by Yourself, Work on Math with a Partner/Math Fact Practice, Enrichment Time. <span style="color: rgb(255, 0, 0);">Danica- Well, I guess that explains the Wiki Stix and clay for spelling words and word work! We get to the last paragraph and find The Daily 3! I was relieved to see them state the literacy block times for 5th grade vs. a primary. I agree that it is nice to have a chapter to address common questions that could come up. I really appreciated the advice on how to confer with students without interruption or distracting others. I had a couple of students who really struggled with this last year. They would just come back to the reading table and watch us to see what was going on. I also liked the idea of assigning 2 students to be the helpers for the day to help solve problems that may occur (although I probably wouldn't make them wear a vest).

Jenn-Oh my! It just makes me nervous to think of the chaos that could ensue on the day you release them to do their own thing!! I think I'll do listen to reading as my read aloud as the suggest. I am also wondering about the read to self block...I don't know if I like having that during the daily 5; it seems to me that that always works better if everyone is doing it at the same time. I guess that's an issue I'll have to work through! ;) That would put me at a daily 3 with word work remaining a component-I really think it is still important at 5th grade...we could put some prefix/suffix and grammar work in there. At BGS this next year each grade level has a mandatory literacy block time so that we can all be assured to have paras in our rooms. Our 5th grade time is split, but I think that will work okay for us! I do wonder if there won't be times when it would be best for students to experience whole group instruction, in which all of us are reading the same thing and discussin our learning? I may incorporate a day in my week to add this component; maybe only do the daily 5 for 4 days?

<span style="color: rgb(128, 0, 128);">Denise-I'm glad they talked about how 5th grade can be arranged differently. It also may depend on the range of needs within each class. I like the idea too of listening to Science or Social Studies books. This could help review what's being taught in class and give that extra needed time since these subjects are difficult to give equal time within the day. The problem I foresee is making sure the students stay on task and keeping focused. Let's admit, social studies books aren't the most exciting genres to listen to. What kind of signal will I use...I used to use a timer but I do think it made people jump when the alarm went off...anyone know where some chimes are? :)