EDN 340-800 Module 4 Blog

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 2^nd, 4^th, or 5^th 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 2^nd 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 4^th grade I remember reading “Number the Stars”. In 5^th grade we read “Nothings Fair in 5^th 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 2^nd 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 2^nd 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.