KINDERWORLD: The Daily 5 in Action

I started The Daily 5 this year in kindergarten

and I am soooo excited about it!

This is what we have been doing each day.

This is our Daily 5 Bulletin Board.
I created large charts for instruction, but keep these smaller ones on the board:

They are a cute western style.

Here are some freebies on TPT

Daily 5 Overview

Here is the first 25 days of the Daily 5 in my kindergarten class.
(For the most part, my schedule follows the Daily 5 exactly. I added a few extra review days for certain areas.
That's why it's 25 days and not 20 days)

Day 1
I started on the very first day of kindergarten.

Materials Needed:
Picture Book, Chart Paper, Book Boxes w/ Books, Designated spaces around the room that are comfortable (e.g., under tables, couches, pillows), Chimes, lights or bell

3 Ways to Read a Book:
I began by introducing 3 ways to read a book (I only talked about the first two strategies on day 1 and I covered the 3rd way with a piece of paper).
1. Read the Words
2. Read the Pictures

3 ways to read anchor chart:

I began by reading The Kissing Hand.

I explained that the students were going to be detectives and explore different ways to read a book. First, I read the story by just looking at the pictures. I really modeled this strategy since this is all most of my kinders will be doing during this time because they cannot read yet. Next, I read the words.

Read to Self:

Then, we launched Read to Self.

Read to self anchor chart

We created a read to self anchor chart. We talked about urgency and the importance of reading.

We talked about student/teacher expectations during this time.

Sense of Urgency: Why do we read?

1. Become better readers and writers

2. It is fun!

3. It makes us happy!

4. Practice skills

5. Work on fluency (add this one day 2 or 3)

Students should (I use body language to help them remember the rules):

1. Read the whole time (make your arms circle big above and around your head)

2. Stay in one spot (point to the ground)

3. Read quietly (whisper and show shhhhhh signal with pointer finger at your mouth)

4. Build stamina (show muscles)

5. Sit by themselves (point to themselves)

6. Follow directions quickly (snap and say it quickly)

Teachers should:

1. Work with students

2. Listen to kids read

3. Help you with reading

In the first couple weeks of school, I am not sure of the kinders reading levels yet, so I made generic book bags with various books (Dr. Seuss, Sunshine Readers, I Spy, interesting picture books, Zoo News magazines, etc). and keep them at their desk.

I am using Ziplock bags for my book bins and keeping them at their tables.

I purchased tote bags from Oriental Trading and I am just waiting for them to arrive.

Here are some other ideas for book bins:

Cereal boxes or book containers with pictures

Source

These book containers are from Really Good Stuff

Next, I had 2-3 kiddos MODEL correct and incorrect read to self behaviors in front of the class. First, we modeled appropriate behaviors. Then we modeled inappropriate read to self behaviors. I used a few "outgoing" students to model the incorrect behaviors. After they modeled the incorrect behaviors, they had to model the correct behaviors. That way they know they are capable of making good choices during read to self.

NOTE: Earlier in the day, I introduced my bell/chime for bringing students back to the carpet in between rotations. I created an anchor chart for what to do when you hear this signal.

I use a xylophone. It works great! It sounds like a chime.

Finally, we practiced! I placed the kids around the room in various BOOK NOOK areas ONE AT A TIME.

We only practiced for as long as kids could read and stay focused (about 1 minute on the first day). If ANY students disrupted the class, got up or stopped reading, I rang the bell/chime to signal them back to the rug. Time to check-in!

We talked about what we did correct and how we could improve (we added ideas to the anchor chart). Kinders can only practice about 2-3 times in one day before you start losing them.

________________________________________

Day 2:

3 Ways to Read:

I continued 3 ways to read a book. I reviewed the first 2 strategies (read the words; read the pictures) and then introduced the third way: retell a story.

I used The Kissing Hand again to retell.

When we finished, I gave the students their own Kissing Hand book to color and practice reading.

Read to Self:

Next, we practiced read to self. We reviewed our read to self and book nook anchor charts and modeled correct and incorrect behaviors. Our stamina goal was 2 minutes but we only made it for 1 minute). We practiced read to self. I placed kids ONE AT A TIME around the room. Again, I rang the bell or chime as soon as one student became distracted. It is very important not to talk to students during read to self. They need to learn to follow directions without cues or praise.

When we come back to our meeting place we check in--How did it go? We reviewed the anchor charts, modeled correct/incorrect behaviors and practiced again.

I am using these STAMINA graphs (freebies on TPT)

You can use these TIMERS for great ways to build stamina. Kids can see the visual for how much longer they still need.

________________________________________

Day 3:

3 Ways to Read:

I reviewed 3 ways to read a book.

We read Rosie's Walk (I am using that books that also tie into the first week of school)

(Rosie is a hen who walks all around the farm. It is full of prepositions and is a great story to use before taking a tour of your school campus). Once again I reviewed that we can read books by looking at the pictures and by reading the words. Rosie's Walk is perfect for both ways because all of the pictures go hand in hand with the text. As I read the words I pointed out the pictures that went with them and we talked about how we would be able to retell the story easily be only reading the pictures. Then, I read the story. I also showed the video on Youtube.

After, we took a tour of our school and wrote our own class book called KA's Walk.

Read to Self:

Then we continued read to self. We reviewed the anchor chart.

We talked about good places to sit in the room (Book Nooks).

This is my BOOK NOOK Chart.

We MODELED correct and incorrect behaviors.

Then we practiced (Our stamina goal was 2 minutes and we did it). On day 3, I let the kiddos find their own book nooks (some had a hard time and just wandered, so I knew I needed to address this during check-in). I explained that if you can't find a spot when the timer begins, just sit down right where you're at.

Follow the same procedures each day. Ring the bell or chime as soon as one child gets distracted or disrupts. The goal is to train students muscle memory to make good choices while reading. At the rug, we review the rules and expectations. I ask them to put thumbs up on their heart if they believe they tried with all their hearts. Thumbs sideways on their hearts if they believe they could try harder. I don't do thumbs down.

Below are some BOOK NOOK areas in our room.

Reading Chair

Under the Table

Reading Bench or Hay Horse

Promethean Board Step

Red Reading Area Table

Covered Wagon

Writing Center

Teacher's Chair

Another teacher chair

Red Step Stool

Back Table w/ Stools

Pillows and Chairs

Floor

___________________________________________________

Day 4:

3 Ways to Read:

I reviewed 3 ways to read a book.

I modeled this strategy by reading, No David by David Shannon.

This is a great book for teaching read to self and school rules at the same time.

After reading this story, we talked about being peace-buiders and peace-breakers. Then we created a picture story about being peace-builders and peace-breakers.

Read to Self:

We reviewed our read to self and book nooks anchor charts.

All the kids want to choose the wagon in the beginning of the year, so I teach them to say, "Oh well! Maybe next time!" (with an okay snap).

Next, we practice, repeat and review the steps as needed. WE DO TONS OF MODELING!!!

By day 4, we were at 2 minutes of reading stamina. Most of the kids do really great but there is always about 3-4 students who have a hard time. They talk to a neighbor, can't find a book nook and wander the room, or say, "I'm done!" or just sit there.

I use these kids to model correct and incorrect behaviors when we return to the rug. We talk about the read to self rules again. In Kinderworld, you MUST be patient and just keep modeling and reviewing the rules.

___________________________________________________

Day 5:

New Materials Needed:

Writing paper, writing materials (pencils and crayons), work on writing anchor chart

3 Ways to Read:

Review all the anchor charts (3 ways to read a book; where to sit/book nooks).

I read Chicka Chicka Boom Boom for my read aloud to model reading the pictures and reading the words.

On day 5, our read to self stamina goal is 2-3 minutes. I must admit, on day 5 I felt a little discouraged. It was a Monday and the kids had a really hard time. But I kept telling myself, "It's ok. This takes time, patience and lots of modeling and practice."

Read to Self:

We reviewed our read to self anchor chart, modeled correct/incorrect behavior and repeated as needed. It is so tempting to talk to the kids during read to self (by either praising them or telling them what they should be doing) but I don't. I realize I MUST train their muscle memory to be able to do it on their own.

On day 5: Introduce WORK ON WRITING:

After read to self, I explain that we are going to learn part 2 of The Daily 5: work on writing!

Make a Work on Writing Anchor Chart (it looks a lot like the read to self chart)

Sense of Urgency: Why do we write?

1. Become a better reader and writer.

2. We care about writing and the people who read it.

3. It is fun!

4. It makes us happy!

Students should: (use the same body language movements as read to self rules)

1. Write the whole time

2. Stay in one spot

3. Write quietly (voices off)

4. Build Stamina

5. Choice of what to write about

6. Follow directions quickly

Teachers should:

1. Work with students on writing

2. Work in a group or one-on-one

We are following Deanna Jump's Writing Through the Year. It is really helpful and pretty much follows the same outline in The Daily 5. I tweaked it a little to make it work. Our stamina goal is 1-2 minutes for writing.

Note: For the first month at our school, the kindergartners only come to school half day, so we do not have time for Writer's Workshop until October. However, we do still practice writing everyday!

When we go full time, Writer's Workshop and The Daily 5 Work on Writing will be at two separate times. For now, I'm am incorporating them together due to time.

When we go full time, these will be the optional writing ideas and materials available:

1. Whiteboards

2. Magna Doodles

3. Sight Word Pratice

During half days (the first 25 days), we will be be:

Writing Through The Year

You can find the unit on Deanna's store.

Writing Through the Year: Unit 1

In the Daily 5, work on writing day 1, the goal is to demonstrate "underlining words you are not sure how to spell". This does not really work in my kindergarten class because 95% of my kiddos cannot read or write yet.

So instead, our focus goal is to "tell a story using pictures." I model how to think out loud and choose a topic. I draw a picture of my pets and label the picture.

Then, we create our work on writing anchor chart and model correct/incorrect writing behaviors.

Our stamina goal is to write for 1-2 minutes. I have students write at their seats. Before dismissing them, I ask them one at a time what they are going to write about. This is a good opportunity for others to get ideas and to make sure they have an idea. They can write about WHATEVER they want (it's their choice). We write until students get distracted, get up or say, "I'm done!". We check in and review.

______________________________________________________________

Day 6:

New Materials Needed:

Different types of shoes, I-PICK anchor chart, variety of different books/magazines

3 Ways to Read:

We review 3 ways to read a book. I read Pete the Cat: I Love My White Shoes. I model reading with pictures and then the words. This is a great book to use on this day because Pete the Cat has on shoes and they keep changing color.

Read to Self:

During read to self, we review the anchor charts and teach how to choose good fit books.

I refer to this I-Pick Anchor Chart:

Focus: I Pick

1. I --Choose a book

2. Purpose--Why do I want to read it?

3. Interest--Does it interest me?

4. Comprehend--Am I understanding what I am reading?

5. Know--I know most of the words

I teach children about choosing good fit books by comparing book selection to shoe selection.

We talk about how Pete the Cat changed his shoes. Sometimes we change our shoes too.

I brought in a bag of my daughter's shoes (boots, slippers, dress-up shoes, church shoes, running shoes, flip flops, etc). I began by pulling out each pair of shoes one at a time and asking the class what they think the PURPOSE of these shoes is. As I pulled out the shoes, I talked about them: "Each pair of shoes has its purpose. I certainly would not wear dress up shoes to go running! Just like choosing which shoes to wear for which activity, we also have a purpose when we choose a book. The purpose for choosing a book may be because you want yo learn about a certain topic or just read for fun."

During the examination of shoes, the discussion moves to INTEREST. I explain that my daughter does not have soccer shoes in here because she doesn't really like to play soccer. However, she loves dressing up in princess dresses, as well as, wear cute church shoes, so she has plenty of those types of shoes. I let the kids talk to an elbow buddy about what type of shoes they wear and why. We then discuss the importance of choosing books that interest us as well.

I share with them, "Just like the way our shoes reflect our interests, it is important we pick books that interest us." I share a variety of books I am interested in and not interested in (e.g., dinosaur book, princess book and snake book and pirate book, magazines, etc.).

Next, I pull out my husband's much-too-large shoes, put them on, and proceed to try and move around the room. The kids think this is really funny and I explain that this is just like a book that is either too hard to read or that we don't understand. The shoes don't fit and either does the book.

It is fun to let the kiddos try this out too. I picked two students who clearly had different size feet and let them try on each other's shoes (which obviously didn't work). I explain. "This is just like books! Books that are a good fit for one student may not be a good fit for another."

I will teach the other two ways to know if a book is a good fit on day 7 (comprehend and know). Kinders can't sit for too long and I want to make sure they are grasping this concept.

We model correct/incorrect read to self behaviors, practice, check-in and review as needed.

Work on Writing: Day 2

Focus: Telling a story using pictures (FYI: The Daily 5 wants to work on underlining words we don't know though). I modeled this strategy by thinking out loud and drawing a picture of my family.

I reviewed the WORK on writing anchor chart. We modeled correct and incorrect behaviors, practiced, checked-in and repeated as needed.

Our stamina goal was 2 minutes.

______________________________________________________________

Day 7:

Needed Materials:

Cinderella DVD or book, a variety of books/magazines

3 Ways to Read:

I modeled 3 ways to read a book by retelling Pete the Cat: I Love My White Shoes.

Read to Self:

Next, we reviewed choosing just right books. On this day, I showed the students a video of Cinderella and the Evil Step Sisters trying to fit into the glass slippers. I explained: "Certain shoes will only fit certain people. It is painful if you try to fit in shoes that are too small or too big". I compare shoes to books again: "Choosing a book that is too hard or too easy will make you frustrated or bored. The glass slipper fit only on Cinderella's foot. It was a just right pick! Just like the Fairy God Mother helped Cinderella choose just right shoes, I want to help you find just-right books."

We watched just the part where the evil stepsisters were trying to fit in the glass slippers

and also when the slipper fit Cinderella.

We review the I-PICK anchor chart.

I modeled the last two components of the I-Pick chart. I showed the kids a picture book, a good-fit chapter book, and a finance magazine, in which we can read the words but can't explain what the articles mean, thus modeling lack of comprehension. I explained that students MUST COMPREHEND and KNOW the words in order for a book to be just right.

This is another anchor chart I am using on my Daily 5 wall:

We reviewed our read to self anchor chart, modeled correct/incorrect behaviors, practiced, checked-in, reviewed, repeated as needed. Our stamina goal was 3-4 minutes.

Work on Writing: Day 3

Focus: Tell a story using labels and words (Again, we are following Deanna Jump's Writing Unit and tying it into the Daily 5).

I reviewed the work on writing anchor chart. We modeled correct and incorrect behaviors, practiced, checked-in and repeated as needed.

Our stamina goal was 2-3 minutes.

________________________________________________________________

Day 8:

3 Ways to Read:

I did a quick review of 3 ways to read a book. I read Pete the Cat: Rockin in My School Shoes to model reading the words and pictures.

Read to Self:

Next, I did a quick review of choosing a just right book. Again, I referred to how Pete the Cat chose cool rockin' shoes to wear to school. He loved his shoes and had fun wearing them. We need to choose cool, just right books that we enjoy too.

We reviewed our read to self anchor chart, modeled correct/incorrect behaviors, practiced, checked-in, reviewed, repeated as needed. Our stamina goal was 4 minutes. We did it too!!!! The kids are definitely getting it. Again it is so tempting to not "butt in" but I wait until we check in.

Work on Writing: Day 4

Focus: Tell a story using words (inventive spelling)

I reviewed the work on writing anchor chart. We modeled correct and incorrect behaviors, practiced, checked-in and repeated as needed.

Our stamina goal was 3 minutes.

_______________________________________________________

Day 9:

3 Ways to Read:

Day 9 looks almost identical to day 8.

We reviewed 3 ways to read a book (By this time, all my students can recite 3 ways to read a book! They totally get it!!!! Yea!!)

Read to Self:

We reviewed our I-Pick anchor chart and reviewed choosing a just right book.

We read Goldilocks and the 3 Bears and talked about finding a "Just Right Book."

I got this cute idea from Live, Love, Laugh Everyday in Kindergarten.

She made these FREEBIES below:

We reviewed our read to self anchor chart, modeled correct/incorrect behaviors, practiced, checked-in, reviewed, repeated as needed. Our stamina goal was 4 minutes.

I noticed a lot of the kiddos were having a hard time returning to the rug when the bell/chime was rung to stop. We practiced reading, then putting our books back in the bin and returning to the carpet when we heard the chime.

Work on Writing: Day 5

Focus: Building Writing Stamina

I actually just passed out the new September Writing journals on this day.

I reviewed the work on writing anchor chart. We modeled correct and incorrect behaviors, practiced, checked-in and repeated as needed.

Our stamina goal was 3-4 minutes.

___________________________________________________________

Day 10:

3 Ways to Read:

Practice 3 ways to read a book. Read Pete the Cat: 4 Groovy Buttons.

Read to Self:

Review our read to self anchor chart, model correct/incorrect behaviors, practice, check-in, review, repeat as needed. Our stamina goal is 4-5 minutes.

Work on Writing: Day 6

Focus: Establishing Routines (explain mini lessons, writing time, sharing our work)

On day 6, this is where we are with our writing (which is all very different)

Only picturers (no words) Pictures with labels

Simple Sentence (inventive spelling) Multiple sentences

Review the work on writing anchor chart. We model correct and incorrect behaviors, practice, check-in and repeat as needed.

Our stamina goal was 4 minutes.

_____________________________________________________________

Day 11:

Materials Needed: EEKK anchor chart, Voice Level Chart

Review 3 ways to read a book.

Practice partner talk and whole brain teaching ideas.

I began transitioning into Mini-Lessons during READ TO SELF:

Author Study (Kevin Henkes). We read Chrysanthemum. I told the kids to read the pictures while I read the words. We also begin learning about concepts of print (parts of a book).

Review our read to self anchor chart, model correct/incorrect behaviors, practice, check-in, review, repeat as needed. Our stamina goal is 5-6 minutes.

Work on Writing: Day 7

Focus: Review Establishing Routines

Mini Lesson: Teach about sharing our work; Kids write then share; Audience job is to listen quietly

Add to anchor chart: Teachers will...Students will....

Review the work on writing anchor chart. We model correct and incorrect behaviors, practice, check-in and repeat as needed.

Our stamina goal was 4 minutes.

Introduce Part 3 of the Daily 5: Read to Someone (Buddy Reading)

Introduce EEKK (Elbow, Elbow, Knee, Knee).

During Read to Someone, students st right next to each other, almost close enough to touch elbows and knees. This close proximity allows for children to read quietly and still be heard by their partners but not loud enough for the rest of the class to hear. This sitting arrangement allows partners to look on and read the same book if they choose.

On day 1 of Read to Someone, we just practiced sitting EEKK with our elbow buddies at the rug.

I began with by telling a story:

"Boys and girls, yesterday I was at Starbucks (my favorite place) with my sister and I was ordering my Venti Skinny Vanilla Latte at the counter. All of a sudden, a giant, ugly, hairy spider crawled across the counter!!!! My sister and I both screamed, "EEKK!!!!" We moved so close to each other because we were both scared. We moved so close to each other we were elbow to elbow, knee to knee".

I showed them the EEKK anchor chart and explained that this is the way we sit during Read to Someone. I asked a student to come up front and pretend she was my sister and just saw a spider. We sat on the floor next to each other, so that are elbows and knees were lined up, almost touching. I put a book in the middle of us and we modeled this strategy.

After modeling how to hold a book together, we talked about voice level and modeled it.

I said, "See how easy its is for the two of us to share a book when we sit this way. Listen how quiet our voices can be when we sit this close."

This is the voice level chart I use in my classroom.

______________________________________________________________

Day 12:

Needed materials:

Read to someone anchor chart

Review 3 ways to read a book.

Practice partner talk and whole brain teaching ideas.

Mini-Lesson: Author Study (Kevin Henkes). We practiced retelling by rereading Chrysanthemum. We continued learning about concepts of print (parts of a book).

Read to Self:

Review our read to self anchor chart, model correct/incorrect behaviors, practice, check-in, review, repeat as needed. Our stamina goal is 6 minutes.

Work on Writing: Day 8

Focus: Brainstorm a list of TOPICS the kinders could write about.

Ideas: family, friends, favorite places, favorite food, pets, etc. (We charted about 20 different ideas)

Read: The Best Story Ever (the best stories are the ones that really happen to you)

I reviewed the work on writing anchor chart. We modeled correct and incorrect behaviors, practiced, checked-in and repeated as needed.

Our stamina goal was 7 minutes.

Read to Someone (Buddy Reading)

Review EEKK (Elbow, Elbow, Knee, Knee).

I explained, "Yesterday we learned EEKK and today we are going to practice EEKK and reading to someone (buddy reading). If a visitor were to walk in our classroom and see us reading to someone independently, what might they see you and I doing?"

We created a Read to Someone anchor chart.

Sense of Urgency: Why do we read with a partner?

1. Become a better reader

2. Work on Fluency

3. Practice Skills

4. It s Fun!

Students should:

1. Sit EEKK

2. Read the whole time

3. Stay in one spot

4. Get started right away

5. Quiet reading (voice levels)

Teachers should:

1. Work with students

I explain, "One strategy for improving fluency is called, I Read, You Read. One of you will read a page, then your partner will read the exact same page. We take turns."

Next, I chose 2 students to come up and model Read to Someone.

We modeled correct and incorrect behaviors.

NOTE: according to The Daily 5, we should introduce "check for understanding" but I am going to wait until later in kindergarten when the kiddos are reading.

____________________________________________________________

Day 13:

Review 3 ways to read a book.

Practice partner talk and whole brain teaching ideas.

Mini-Lesson: Author Study (Kevin Henkes). We read OWEN.

We continued learning about concepts of print (parts of a book).

Read to Self:

Review our read to self anchor chart, model correct/incorrect behaviors, practice, check-in, review, repeat as needed. Our stamina goal is 6-7 minutes.

Work on Writing: Day 9

Review brainstorming a list of TOPICS.

I explained, "Yesterday we gathered lots of ideas about what we can write about. Today we will use our ideas to help us think of something to write about. This is Wendy the Writer and she LOVES writing. Sometimes she gets stuck and doesn't know what to write about. We are going to help her out by putting all our writing ideas in her "brain". From now on, if you get stuck, refer to this chart to help you think of a new idea. . "

Wendy the Writer Chart

(I printed small pictures on the web of the ideas the kids picked).

Writing ideas include: places, food, family, friends, people, pets, animals, holidays, careers)

Review the work on writing anchor chart. We model correct and incorrect behaviors, practice, check-in and repeat as needed.

Our stamina goal was 8 minutes.

Read to Someone (Buddy Reading)

Review EEKK (Elbow, Elbow, Knee, Knee). Practice partner talk and whole brain teaching ideas.

Day 3 of Read to Someone looks almost identical to day 2.

We reviewed I Read, You Read.

I partnered kids up and chose their spot for them. It did feel a little crazy but by the time they were all seated, they did great.

They really enjoyed reading with a friend. Here are some pictures using just 1 book!

_______________________________________________________________

Day 14:

Review 3 ways to read a book.

Practice partner talk and whole brain teaching ideas.

Mini-Lesson: Author Study (Kevin Henkes). We practiced retelling by rereading OWEN. We also read Wemberly Worried. We continued learning about concepts of print (parts of a book).

Read to Self:

Review our read to self anchor chart, model correct/incorrect behaviors, practice, check-in, review, repeat as needed. Our stamina goal is 6-7 minutes.

Work on Writing: Day 10

Focus: On day 10, we did writing about OWEN from our Kevin Henkes author study.

Mini-Lesson: Making connections with characters.

"I connect with Owen because he has a special blanket and I have....."

Review the work on writing anchor chart. We model correct and incorrect behaviors, practice, check-in and repeat as needed.

Our stamina goal was 9 minutes.

Read to Someone (Buddy Reading)

Review EEKK (Elbow, Elbow, Knee, Knee)

Focus: Practice how two partners read 2 different books.

I explained, "For this Read to Someone, you and your partner can both have different books, yet still read as partners. Here is how it goes. Jayden, will you help me model this one. You get a book from your book bag, and I'll get one from mine. What do you notice about our books?....That's right! We have different books but we can still enjoy reading and sharing the words and pictures together. Jayden you read the first page of your book to me. I'll keep my book closed with my finger marking my place. When you are finished reading the first page, you close your book, marking your spot with your finger, and you listen to me. Then when I am done, we switch!"

Then we MODEL! MODEL! MODEL! We model correct and incorrect ways to do this.

DO NOT SKIP THIS PART!

The process continues the same as day one with repeated modeling, practice and checking in to build stamina.

By day 4, our stamina goal was 5 minutes.

Here are some pics of my class reading to someone with 2 different books:

Here the kids are reading books we made in class.

Here the kids are reading 2 different Pete the Cat books we have already read in class.

_____________________________________________________________

Day 15:

Review 3 ways to read a book.

Practice partner talk and whole brain teaching ideas.

Mini-Lesson: Author Study (Kevin Henkes). We read Sheila Rae The Brave. We continued learning about concepts of print (parts of a book) and compared and contrasted the Kevin Henkes stories.

Read to Self:

Review our read to self anchor chart, model correct/incorrect behaviors, practice, check-in, review, repeat as needed. Our stamina goal is 6-7 minutes.

Note: I anticipated that our stamina goal would be at to at least 12-13 minutes by day 15, but there is always 1-2 students who can't read longer than 6 minutes.

I am really sticking to the Daily Five rules and bringing them back to the rug (this is frustrating when so many kids are on task but hopefully it will pay off).

I let the kids use different reading tools this week.

Reading Phones

(I made these from PVC pipe)

Silly glasses and witch fingers

These are all from the Dollar Store.

Work on Writing: Day 11

Focus:Noticing Details-Characters have a setting (adding details to our story).

Read Arthur Writes A Story by Marc Brown.

Review the work on writing anchor chart. We model correct and incorrect behaviors, practice, check-in and repeat as needed.

Our stamina goal was 10 minutes.

Read to Someone (Buddy Reading)

Review EEKK (Elbow, Elbow, Knee, Knee).
Review how two partners read 2 different books.
Brainstorm good places to sit in the room.

I explained, "Each day as we have been practicing and building stamina, I have been picking partners for you and placing you around the room. You have experienced good places to sit in the room. Today I will again pick your partners, but you and your partner will select a good place to read using what you know about good places for working."

Practice modeling, practicing and checking in to build stamina.
_________________________________________________________

Day 16:

Review 3 ways to read a book.

Mini-Lesson: Author Study (Kevin Henkes). We read Lily's Purple Plastic Purse. I told the kids to read the pictures while I read the words.

Read to Self:

Review our read to self anchor chart, model correct/incorrect behaviors, practice, check-in, review, repeat as needed. Our stamina goal is 9-10 minutes.

Work on Writing: Day 12

Focus:Review brainstorming a topic. Brainstorm a list of FORMS the kinders could write about.

Ideas: letters, recipes, postcards, books, lists, poems, narratives.
(Write a letter to someone like Lily did to Mr. Slinger, the teacher from Lily's Purple Plastic Purse).

Review the work on writing anchor chart. We model correct and incorrect behaviors, practice, check-in and repeat as needed.

Our stamina goal was 11 minutes.

Read to Someone (Buddy Reading)

Review EEKK (Elbow, Elbow, Knee, Knee).

Review and practice how two partners read 2 different books

I explained, "Everyday I have been choosing you partner. Today you will learn the corrcet way to choose a partner all by yourself. When we choose partners, it is very important to remember that our partner doesn't always need to be our very best friend, It is also great fun to read with other friends in our classroom. In fact, sometimes our very closest friends don't make the best partners, because we have a tendency to chat instead of read."

Model and practice How to Choose a Partner:

1. Raise your hand as a silent signal that you need a partner (do not scream out, "Hey I need a partner!"

2. Make eye contact with another person who has his or her hand raised.

3. Walk to the person and say, "Do you want to be my partner?" (with a quiet voice)

4. Partner says, "Sure." (I teach students that it is not an option to say no)

We model correct and incorrect ways to do this, especially, students saying, "I don't want to be your partner!". We talked about how this wold make someone feel.

We practice, review and repeat as needed.

_______________________________________________________

Day 17:

Review 3 ways to read a book.

Mini-Lesson: Author Study (Kevin Henkes). Do a quick retell of Lily's Purple Plastic Purse.

Also read Julias..... Continue comparing and contrasting the stories.

Read to Self:

Review our read to self anchor chart, model correct/incorrect behaviors, practice, check-in, review, repeat as needed. Our stamina goal was 10 minutes.

Work on Writing: Day 13

Review a list of FORMS the kinders could write about.

Ideas: letters, recipes, postcards, books, lists, poems, narratives.

Create a chart of forms.

Read to Someone (Buddy Reading)

Brainstorm and practice How to Choose Books: Let's make a deal: rock, paper, scissors

I started an anchor chart called "Ways to Read to Someone" and "How to Choose Books."

I listed all our tricks and strategies.

We included:

1. I Read. You Read.

2. Read two different books

3. Let's Make a Deal: Rock, Papers, Scissors

(This ties in good with the read aloud we used for the day Lilly's Purple Plastic Purse since Lilly really wants to share her purse with the class but her teacher will not let her. She had to learn to do something even if she didn't want to)

I explained, "Put your thumbs up if you have ever played a game with a friend and couldn't agree on which one to play first. You wanted one game and your friend wanted another one. The same thing can happen when choosing a book with a buddy. Today I want to teach you some strategies for how to choose books with your buddy with out getting into an argument. This game is called, Let's Make A Deal. Makena, lets pretend we are partners and I tell you I REALLY want my book and you say you REALLY want your book because it's your favorite. Here's how to solve this problem using 'Let's Make A Deal.' Hey, Makena, how about we read your book together first and then we read mine. Will that be ok with you? Yea! Class do you see how we just made a deal? We solved this problem so we didn't waste time disagreeing. Another way to solve this problem is by playing ROCK, PAPER, SCISSORS."

We model, practice, review and repeat his strategy and practice building stamina.

________________________________________________________

Day 18:

Review 3 ways to read a book.

Mini-Lesson: Author Study (Kevin Henkes). Do a quick retell of Julias....

Continue comparing and contrasting the stories.

Read to Self:

Review our read to self anchor chart, model correct/incorrect behaviors, practice, check-in, review, repeat as needed. Our stamina goal was 11 minutes.

Work on Writing: Day 14

Review a list of FORMS the kinders could write about.

Mini Lesson: Using Resources in our classroom to help us write (ABC Chart, Class List)

Read to Someone (Buddy Reading)
Focus: Coaching or Time
This one is a little tricky with kindergartners because most of my students cannot read yet, but I still model it for the 1 or 2 that can (I will definitely review this strategy over the whole year).

I asked, "How many of you play a sport like soccer, baseball, gymnastics, dance, or any others? Who helps you? Yes, a coach! A coach is a person who gives you help when you need it, tells you 'you can do it', and gives you support. Today we are going to learn about being a reading coach. We will be learning lots of fun reading strategies this year! Here are some of them."

I introduce these strategies:
1. Eagle Eye: Look at the pictures
2. Lips the Fish: Say the first sound
3. Stretchy Snake: Stretch the words
4. Chunky Monkey: Look for chunks
5. Flippy Dolphin: Flip the vowel sound
6. Skippy Frog: Skip over the word
7. Tryin' Lion: Reread the sentence
8. Ask yourself: Does it make sense? Does it sound right? Does it look right?

Click here for adorable posters of these strategies.

As I introduce these strategies in mini lessons and in guided reading, we will model and practice them during read to someone. Each of these strategies will be taught individually and put on the wall for students to refer to.

Explain to students, that they can use these tools to coach their friends.
For example, "Oh, Ben is stuck on a word. I'll count silently to three to give him some time to figure it out. If he cannot figure out the word, I will ask him softly, Ben, would you like TIME to figure it out or COACHING? If Ben says 'TIME', I will give him more 3 more seconds to think. If he says, 'COACHING', I will be his coach and ask him, 'Did you try to use STRETCHY SNAKE and sound out the word?"
Continue modeling, practicing, building stamina and developing independence.

______________________________________________________
Day 19:
Materials Needed: Working on Words I-Chart; Word Work Activities

Review 3 ways to read a book.
Reading Mini Lesson: Author Study: Kevin Henkes

Read to Self:

Review our read to self anchor chart, model correct/incorrect behaviors, practice, check-in, review, repeat as needed. Our stamina goal was 12 minutes.

Work on Writing: Day 15
Writing Mini Lesson: Moving from lists "I Love" to a focused idea

Read to Someone (Buddy Reading)
Review EEKK; Read to Someone Anchor Chart; How to Choose a Partner and Good Spot To Read;
Coaching or Time.
Continue modeling, practicing, building stamina and developing independence.

Introduce Part 4 of The Daily 5: Working on Words
I explained, "Today we are going to learn the procedures for how to use our spelling materials. We are going to learn the procedures for how to set them up, how to use them, and how to clean up. It is important to spell the words correctly when we write, because we care about our writing and the people who will read it. Spending time on our spelling will help us become better readers, writers, spellers and it is fun!"

Create a Work on Words Anchor Chart
Urgency:
1. It helps us become better writers, readers and spellers
2. We care about our writing and the people who will read it.
3. It is fun!

Students will:
1. Work the whole time
2. Stay in one spot except to get and return materials
3. Work quietly at your seat
4. Work on stamina
5. Try your best
6. Get started quickly

Teacher will:
1. Work with students

Introduce optional materials and their locations to students.

Ideas for Word Work:

1. Whiteboards

2. Magnetic Letters

3. Wikki Sticks

4. Play-dough

5. Letter Stamps

6. Colored Markers

7. Leap Frog Games (Fridge Magnets)
8. Magna Doodles
9. Sand Tables

Brainstorm I-Chart of how to set up and how to work with materials independently.
Model finding the materials, material placement in the room and set up materials.
Brainstorm I-Chart of how to clean up.
Model materials placement in the room, setup and cleanup of the materials.

Students:

1. Everyone using materials helps put those materials away.

2. Materials go back in the original tub or container.

3. Return materials to the same spot.

4. Leave the materials neat-it's respectful to our friends in the classroom.

5. Clean quietly.

6. Get started on your task quickly.

______________________________________________________

Day 20:
Review 3 ways to read a book.
Reading Mini Lesson:

Read to Self:

Review our read to self anchor chart, model correct/incorrect behaviors, practice, check-in, review, repeat as needed. Our stamina goal was 13 minutes.

Work on Writing: Day 16
Writing Mini Lesson: Moving from lists "I Love" to a focused idea

Read to Someone (Buddy Reading)

Review EEKK; Read to Someone Anchor Chart; How to Choose a Partner and Good Spot To Read;

Coaching or Time.

Continue modeling, practicing, building stamina and developing independence.

Look at this cute video of two kiddos doing read to someone. Neither one of them can read, but are doing a great job reading the pictures.

Working on Words

Review anchor chart for Working on Words.
Model and practice materials set up, materials placement and cleanup of materials.
Brainstorm I-Chart "How to Use Materials".

Continue building stamina and developing independence.

_________________________________
Day 21:
Review 3 ways to read a book.
Reading Mini Lesson:

Read to Self:

Review our read to self anchor chart, model correct/incorrect behaviors, practice, check-in, review, repeat as needed. Our stamina goal was 14 minutes.

Work on Writing: Day 17
Writing Mini Lesson: Writers are good partners

Read to Someone (Buddy Reading)
Begin transitioning into reading lessons.
Continue modeling, practicing, building stamina and developing independence.

Working on Words

Review anchor chart for Working on Words and How to Use Materials

Model and practice materials set up, materials placement and cleanup of materials.

Continue building stamina and developing independence.

These are some Word Work Ideas:
1. Leap Frog Fridge Magnet Letters (letters and words)
2. Stamping the ABCs or words
3. Playdough: building letters and words) Click here for my playdough recipe
4. Wiki Sticks
5. Magnet Letters (spelling CVC words and student names)

These are some Word Work Pics from my class:

Leap Frog Fridge Magnets

(I got these from a thrift store)

Build letters or words with play dough.

I make my own play-dough. Click HERE for the recipe.

Use your Promethean Board or Smart Board.

These are some GREAT Word Work ready made kits from Lakeshore Learning!

_________________________________________________________

Day 22:
Review 3 ways to read a book.
Reading Mini Lesson:

Read to Self:

Review our read to self anchor chart, model correct/incorrect behaviors, practice, check-in, review, repeat as needed. Our stamina goal was 14minutes.

Work on Writing: Day 18
Writing Mini Lesson: Writers are good partners

Read to Someone (Buddy Reading)
Reading Mini Lesson:
Continue modeling, practicing, building stamina and developing independence.

Working on Words

Continue reviewing anchor chart for how to set up and cleanup materials for Word Work and material placement.

Continue building stamina and developing independence.

Introduce Part 5 of The Daily 5: Listen to Reading

Create an anchor chart for Listen to Reading
Urgency:
1. Helps us be better readers
2. Helps us learn and understand new words and stories
3. It is fun
4. We get to read stories that we might not be able to read by ourselves

These are some of the Listen to Reading Areas:

Netbooks

They read stories from Starfall, Morestarfall, Award Reading Online

Computers

Tag Readers

Individual CDs and Tape Players

(I found these REALLY cheap at a thrift store...just make sure they work first!!)

Students Should:
1. Get out materials
2. Listen to the whole story
3. May listen to another story if time
4. Stay in one spot
5. Listen quietly
6. Get started quickly
7. Put materials away neatly

Teachers Should:
1. Work with students

Introduce listen to reading centers and model and practice how to set up materials.
Model and practice listening and following along with words and/or pictures.
Continue building stamina and developing independence.

Some of our listen to reading centers include:
1. 7 Computers (Award Reading and Morestarfall)
2. 5 Netbooks (Award Reading and Morestarfall)
3. 5 Tag Readers
4. Books on CD and tape (set of 5)
5. 5 ipods

____________________________________________________________

Day 23:
Review 3 ways to read a book.
Reading Mini Lesson:

Read to Self:

Review our read to self anchor chart, model correct/incorrect behaviors, practice, check-in, review, repeat as needed. Our stamina goal was 15-16 minutes.

Work on Writing: Day 19
Writing Mini Lesson: Individual Writing Partners

Read to Someone (Buddy Reading)
Reading Mini Lesson:

Working on Words

Continue reviewing anchor chart for how to set up and cleanup materials for Word Work and material placement.

Continue building stamina and developing independence.

Listen to Reading

Review anchor chart for Listen to Reading and listening centers.
Model and practice how to clean up materials.

Continue modeling and practicing how to set up materials.

Continue building stamina and developing independence.

______________________________________________________

Day 24:
Review 3 ways to read a book.
Reading Mini Lesson:

Read to Self:

Review our read to self anchor chart, model correct/incorrect behaviors, practice, check-in, review, repeat as needed. Our stamina goal was 16-17 minutes.

Work on Writing: Day 20
Writing Mini Lesson: Pick a piece to fix up (introduce the writing process)

Read to Someone (Buddy Reading)
Reading Mini Lesson: Individual Writing Partners

Working on Words

Continue reviewing anchor chart for how to set up and cleanup materials for Word Work and material placement.

Continue building stamina and developing independence.

Listen to Reading

Review anchor chart for Listen to Reading and listening centers.

Continue modeling and practicing how to set up and clean up materials.

Continue building stamina and developing independence.

_____________________________________________________________

Day 25:
Review 3 ways to read a book.
Reading Mini Lesson:

Read to Self:

Review our read to self anchor chart, model correct/incorrect behaviors, practice, check-in, review, repeat as needed. Our stamina goal was 15 minutes (Note: The other kindergarten class at our school made it to 20 minutes by this time. I've realized, YOU CAN"T COMPARE! Each class is different. Just be patient and keep practicing! My little sweeties were stuck on 12 minutes for about 2 weeks! Finally after 25 days, they were able to read longer! It takes time to build stamina.

This is our kids reviewing the read to self rules and getting started on reading to self on day 25:

Reviewing the Rules (we always use hand gestures)

Getting Started on Read to Self

Reading to Self

Work on Writing: Day 21

Writing Mini Lesson: Selecting a piece to fix up (introduce writing strategies)

Read to Someone (Buddy Reading)
Reading Mini Lesson:
Continue modeling, practicing, building stamina and developing independence.
Here is a video of two boys reading to someone. They are so adorable. They were a little distracted with me videoing them, but they still are getting the idea!

Working on Words

Continue reviewing anchor chart for how to set up and cleanup materials for Word Work and material placement.

Continue building stamina and developing independence.

Listen to Reading

Review anchor chart for Listen to Reading and listening centers.
Model and practice listening to a short story, finishing it, and starting a new story.
Model and practice what to do if work time is up before the story is finished.
Model and practice what to do if a listening center they desire is being used.

Continue modeling and practicing how to set up and clean up materials.

Continue building stamina and developing independence.

AFTER 25 Days:

So what do you do after 25 days???

Well, we were not at 20 minutes stamina yet and we still needed time to practice before giving the kiddos choice. I felt like we were going to be stuck at 12 minutes stamina forever. We could NOT get past 12 minutes!
Finally, after 2 weeks, the kiddos did it! By day 40, they were reading for 20 minutes!!! I thought this day would never come (especially when they could only read for 1 minute on day 1!!!!)!
By day 42, we started choice. Again, I never thought I would relinquish control and trust them to really be able to do The Daily 5 on their own.
I had to read over The Daily 5 book again to make sure I was doing this process correctly. The sisters both agreed that the reason we (the teachers) do not want to give the students choice is because it is so hard for us to give up control, especially when individual rounds are running so smoothly as is. Why give them choice when Read to Self is working so smoothly? Why do I want to mess up something we've worked so hard to attain. BUT, my goal this year was to follow the book 100% and believe in what the sisters were saying. Choice makes the learning process more meaningful and rewarding!
So on day 42, I DID IT!!!! And I'm NOT KIDDING! They did AMAZING!!!!!!!! They were so quiet and worked so independently. The Daily 5 has been amazing!!!
It takes time, patience and TONS of practice! But DO NOT give up. It is so worth it in the end!

Please leave me any questions, comments below!

Sunday, January 6, 2013

The Daily 5: my schedule and ideas

Tuesday, October 23, 2012

The Daily 5 for Dummies

Saturday, September 8, 2012

The Daily 5 in Action