Part
1
1.
What do you see as the pros and challenges of the Daily 5 approach? It is
currently required in some North Carolina elementary classrooms as the literacy
instruction model. Do you think a full adoption is the best choice? If not,
what other model might be a better choice?
There
are many pros of implementing the Daily 5. Most importantly, is that it
encourages and emphasizes the importance of independent reading, and allows
students to choose the material they want to read. When given an opportunity to
choose, students stay more engaged and interested, learning about something
they want to learn about. Because there is variety (5 activities), it provides
differentiation, yet consistency in the classroom because it is practiced every
day. The Daily 5 is a student-driven activity, requiring high student
engagement, meaningful reading and writing, and most time is spent reading.
Using the Daily 5, makes it much easier for teachers to monitor the entire
literary block of students, and provides student with substantial time to
practice reading and writing. It calls for stamina, and helps students learn
about monitoring their own goals. Although I think Daily 5 should be used in
the classroom, there are a few cons, at least if following the model exactly.
At first, when given the opportunity to choose, I have read many teachers said
the students misbehaved quite a bit. They were so accustomed to being told what
to do always in school, when told to work independently, they didn’t know what
to do with their selves, and were mostly socializing. I think a teacher must do
a lot of preparation discussions with the class before beginning. I also think
this may have been when the Daily 5 first started being implemented. In recent
years, by the time a student is in 2nd, 4th, or 5th
grade, they have already been using Daily 5 in all the other grades, so they
already know what to do. However, when this first started being implemented, I
bet student’s behavior was a big problem. One other thing that I found to be a
con, when reading the Daily 5 flow chart, was the short 5-7 minute lessons
between each rotation. I know each short lesson would be a part or concept,
that needs applying in at least one of the centers, but because all students
are working on different centers, if a student is not specifically working
right then on what I am talking about, they will probably tune me out.
I think the Daily 5 is a very good
model for encouraging children to read, it is always much easier and fun to
teach them reading, using a book they enjoy. What I like the most about it, is all
the 5 parts of Daily 5 are being completed a little every single day. By using
the Daily 5, every classroom is practicing reading, writing, and word study
every day. I think there could be some changes made to farther improve it. I
think “read to someone”, “read to self”, and “listen to reading” should be centers
completed simultaneously (with students rotating). Then afterwards, we could
have writing time, when students either choose “word work”, or “write
independently something meaningful”. This way all my “between lessons”
interruptions will be more relevant, as to what most of the students are
working on at any given time. Another possibility would be to have class work
on each part simultaneously, as a group. That way, everyone would be on same
topic at the time of each teacher interruption for short lesson. I really don’t
think having the whole class work on each part together, or at least break it
into 3 options, then 2 options, would make much difference on the positive
effects. Students would still have the choice of their reading material, the
choice to write about something meaningful to them, and a choice of more than
one assignment for word work, which is the most important aspect of Daily 5.
2.
What roadblocks might teachers hit when implementing Daily 5?
As I
said before, if the students are not accustomed to working independently, at
first behavior may be a problem. However, with much anticipation and practice,
students will be prepared for their independence in the classroom, and behavior
will not be a deterrent. The method I discussed above, of breaking it into 2
parts may be especially helpful in the younger grades, where I myself observed
some problems with the Daily 5 in a classroom. In this classroom, at the
“listen to reading” center, teacher was guiding that group. At the “word work”
center, teacher assistant was supervising, because children were working with
scissors, glue, and materials that could make a mess, if not supervised. The
children in “read to self” and “read to someone” were not being monitored
sufficiently. In “read to someone” children were not making appropriate book
choices (these are 6 year-olds), they were not finishing most books, and
spending the majority of time playing with, and taking out the books in reading
corner. In “read to self” I only observed one student truly reading. The other
two had chosen books, after using most time to play and talk while searching
for their book. In the “writing meaningful” center, no children had chosen it,
and teacher did not make sure all children went to all 5 stations. I didn’t see
any children go to the writing center entire class period.
I
personally find the short “mini lesson” interruptions teacher is supposed to
make between each rotation (per the flow chart), are not necessarily as helpful
as they possibly could be because students are all paying attention to
something different, when I call their attention. For example, if I interrupt
students to discuss a writing strategy, most likely the only students that will
truly pay attention to me, are the ones in writing center. The other students
will likely “tune out” when they hear me discuss writing, since they are not
working at that center.
3.
After viewing the linked videos for word study, what takeaway strategies for
word study do you think you will use in the future? What was your favorite
video and why?
In
the first-grade word sort video, before allowing them to work alone, teacher
led discussions about patterns the students recognized, and what sounds they
made. She would have them complete the sort more than once to make sure they
have correct sounds and patterns they needed. With small children, not old
enough to monitor their own learning, and know whether they can move to next
level, even independent work requires teacher monitoring/supervising/accounting
that each student is “getting it”. The independent word wall in the first-grade
classroom is a great strategy for children to re-enforce the words they have
already been studying, and really “see” them in their correct sound category. However,
it would probably not be appropriate to use with a new list of words they have
not seen in class.
The upper grade word wall is my favorite
strategy, and something I will use in my future ELL classroom. The word wall is
helpful for students to use when working independently, to find words they need
in writing, and recognize words they will see in reading. One good idea she had
was color coding words for different grades (she had 2 grades in one class).
For me, this is very relevant because my students will probably be on different
levels of English language learning. Early in the year, I can put them into
groups, and color code words for each group. The word sticks accompanying the
wall are great for children to borrow and use at their desk/table.
4. Why should teachers in
3-5 use word study daily? Explain.
Word study usually comes from the
student’s spelling lists for the week, they may be in groups with different
lists for each group. It is important to give them this opportunity to just
work with words, experiment with them, and see differences in their meanings
and spellings. In addition, they will memorize high frequency words and
generalize common spelling patterns in words. They can have time to increase
their curiosity and knowledge of words. Working on words is critical for
developing readers, writers, and communicators.
Part
2
1.
What
memories do you have of either reading chapter books in school or chapter books
being read to you. Do specific titles stick out? How did your teachers utilize
chapter books? Are you seeing chapter books in use in your field placements?
The
first chapter book I remember studying at school was in 2nd grade “Junie
B Jones And the Stupid Smelly Bus”. The teacher mostly read it to our class in
chapter segments, we often had questions or some other independent activity
after each chapter. In third grade, we read “Amber Brown is not a Crayon”. In 4th
grade I remember reading “Number the Stars”. In 5th grade we read “Nothings
Fair in 5th Grade” and “There’s a Boy in the Girl’s Bathroom”. The
teacher mostly read to the class, sometimes we would take turns reading a page,
if called on. Sometimes we would have another chapter to read for homework.
These books always came with accompanying worksheets. We did not have daily 5,
or much time to read books of choice. All the classrooms had book corners, and
occasionally we could read in class, but mostly they were there for taking
home. In class, we mostly studied books as a class, and all read the same book,
of the teacher’s choice. In my field placement, I have not observed a lesson on
a specific book this semester. My placement teacher is a math and science
teacher, but last semester I observed classrooms working on the Daily 5.
Students are encouraged to choose their own books in most classrooms now.
2.
Share
with us your reactions (student thinking) to the book so far (Chapters 1-7).
When reading about the first picture, a
sad school memory about her bringing a magazine cut-out of a family picture for
a “W” word, (wish), it is obvious she has family problems, or in this case, no
family, and is living in foster care. In chapter 1, she is riding in car with
the social worker (mustard lady), to another foster home. When she describes
all the different houses she has been in (the yellow sooty, etc.), it is
obvious she has been “tossed around” or as my grandma would say “yanked from
pillar to post”. Obviously, she has went through the same scenario before
(woman delivers the “speech”, she knows she won’t stay long etc.). In the 2nd picture she describes
meeting Steven (whom she talks to in her head throughout) and his grandpa (I
think or father). Apparently while living at one place she had a very positive
relationship with Steven and the Old Man, although I don’t think they are
relatives. In other pictures, she describes various memories with them and Izzy
on “The Old Man’s Mountain” of fishing and conversations they had. By the end
of chapter 2, she is already starting to like Josie, she can’t help imagining
her life there permanently, but is hesitant to even think that way because all
homes have always been temporary.
In the next few chapters,
she is getting to know Josie, an attractive older woman and art teacher, and
finally feeling comfortable and happy in her home. Josie begins creating a wood
carving of Hollis. Hollis wants to be excited about it, but when she hears it
will possibly take months she knows she might not even be there by then. She is
noticing that Josie is forgetful, and is already imagining herself taking care
of Josie in the future. Because of the things Josie says, that Hollis is so
lucky to have what she puts on paper (her drawings), and she enjoys the things
Hollis has to say, and is an artist herself that admires Hollis’s work, and
makes her feel significant, she is starting to give Hollis the confidence and positive
adult role model she needs. Unfortunately, a social worker drops by when Hollis
is skipping school, and the social worker realizes Josie didn’t know she had to
be at school. Even though Hollis does start going to school, just to stay with
Josie, it is too late. By the end of the chapter, the social worker had decided
Hollis should go live with a family.
I find this book to be sad because there
are many children really living in the foster system. Placements for children
(not babies) are not usually permanent, and these children end up going from
home to home. I know in reality, although it is not stated in the book ,
oftentimes foster families are abusive possibly worse than the families
children have been removed from. I don’t know much about Hollis’s original
family yet but I am anticipating finding out about them at some point in the
book. It is sad a child so young already has such a pessimistic view of the
world. It is a fairly interesting short read so far. I’m frustrated because I’m
thinking she has finally found a good place, and the book will be about Josie
getting her out of the system, the
social worker decides to send her somewhere else toward the end of my reading.
I do not have much faith in CPS because so often they probe and harass
situations where children are safe, yet somehow horrible abuse situations slip
through the cracks all the time. The main character provides an interesting perspective
on the unfortunate reality of children living in the foster care system.
3.
If
your students used this book as a whole class read (everyone with their own
copy reading the book), what parts of Chapters 1-7 would you choose to do short
10-15 minute mini-lessons on? Please be specific.
The first picture
description- ask students to make inferences based on
this experience of the main character. How old was she in the experience? From
the way she is telling it now, do you think she is still 6, how old might she
be now? Why did she bring a cut-out picture of a happy family in a home for the
letter “w”? Do they represent her family?
Why or why not? What does this let readers know about her possible
experiences? Those would be the questions in our class discussion.
The car ride with “mustard
lady” in chapter 1.- What information do we now have about her
life? Who is the “mustard lady” in relation to Hollis? After reading those
paragraphs, does it sound like this is a new experience for Hollis? How does
Hollis seem to be feeling during this about
Hollis.
In picture 2, we meet
Steven. How did Hollis meet Steven? The Old Man? Who might the
Old Man be in relation to Steven? Hollis often talks to Steven in her mind at
different parts of the story, because he is far away. How do you think Hollis
feels about Steven? What kind of relationship did Hollis have with the Old Man
and Steven? Why do you think she doesn’t see them anymore?
In the 2nd
Chapter At the Beach—Describe what we have read about Josie so
far. After their first 3 weeks and trip to the beach, how do you think Hollis
feels about Josie? Read the last sentence at end of chapter, why do you think
Hollis is imagining Steven saying “What are you doing Hollis?” Why do you think
she imagines what Steven would say about things happening in her life even
though he is not there?
4. What were your favorite parts of this first section that you feel make this
a rich text for classroom use? Please be specific.
I
like the style of writing which begins at picture one, with the main character
(Hollis) having flash backs of previous experiences. These pictures allow
reader to gain more insight into character aside from what is happening in the
story present. I also like that for a children’s book, it paints an accurate
picture of a foster child’s life. This is a good work of realistic fiction that
could lead to classroom debates about social issues (ie Foster Care System,
Social Workers,). So much can be
discussed about the first picture, for making inferences about main character. The
first chapter car ride with social worker is interesting point of discussion
too. The way she describes it as typical, the distant relationship with a
social worker pretending to care, the descriptions of her feelings about this
new home, and other previous homes. The arrival at Josie’s house is a good
point of discussion too, what type of person is Josie, how does Hollis seem to
feel about living with her at end of chapter.
It is foreshadowing when Hollis describes the forgetfulness
of Josie starting, it happened with another elder in her life. When the social
worker stops by and catches Hollis not at school there is a feeling of dread in
reader. Even Hollis knows she must start going to school. By the end of chapter
7 it is too late, the social worker has already formed an opinion. Aside from
the rich plot happening in present, there are many pictures, or past experiences
of Hollis being shared throughout. In pictures 2 and 3 Hollis describes meeting
Steven, Izzy, The Old Man. The rest of the pictures are mostly memories of
them. These pictures provide great discussion points for inferences about who
these characters are. What kind of relationship did they have with Hollis? How
does Hollis seem to feel when describing these memories? This is a good book
for many classroom discussions.
