Fostering Independence With The Daily Five Independence May 2010
-
Upload
angela-maiers -
Category
Education
-
view
4.815 -
download
0
Transcript of Fostering Independence With The Daily Five Independence May 2010
Presented by
Angela Maiers
FosteringLiteracy
Independence
It is not enough to be busy. The question is:
What are we busy about?Henry David Thoreau
Reading Practice
DEAR TIME/SSR Independent Reading
Anytime
Any Amount
Any Book
Any Behavior
No Conference
Specific Time
10-15 min DAILY
Independent Level
Real Reading
CONFERENCE!!!
We need LOTS of practice...
1. Read to ourselves
2. Reading with other readers
3. Listening/Speaking
4. Writing
5. Working with Words
Based on “The Daily Five”
Read to Self
Free Choice Reading
Reading C
enter
Three Ways to Read to Self
1. Read and talk about the pictures
2. Read the Words
3. Retell a book you know
Read to Someone
Photo Source: http://www.flickr.com/photos/fcpl/4541058765/sizes/o/
Work on Writing
image source: Flickr by Sitch - http://www.flickr.com/photos/stitch/12738176/sizes/l/
Work on Words
Image source - Flickr by mainblanche: http://www.flickr.com/photos/erwan/1816858054/sizes/o/
Listen to Reading
Image source - Flickr by fritzon: http://www.flickr.com/photos/fritzon/3912894798/sizes/l/
I I choose a book
P Purpose-Why do I want to read this?
I Interest-Does it interest me?
C Comprehend-Can I understand?
K Know-I know most of the words
I PICK
The Shoe Lesson (adapted from The Daily Five: p.31)
1. You read to yourself
2. You read to/with someone else
3. You listen to reading
4. You write
5. You do word work
The Daily Five
Read and Talk to Someone
• Buddy Reading
• Big Book Reading: “Say Something”
• Dramatic Retelling
• Story Sequencing
• Read the Room
Buddy Reading
Reading C
enter
Big Book Reading
Reading C
enter
Dramatic Retellings
Oral Language
Oral Language
Story Sequencing
Read the Room
Reading C
enter
1. You read to yourself
2. You read to/with someone else
3. You listen to reading
4. You write
5. You do word work
The Daily Five
Listen and Read
You could…1. Listen and Visualize/Sketch2. Listen and Retell3. Listen and Write4. Listen with a Partner-”Say Something”5. Listen and Respond6. Listen and Act Out7. Listen and Re-listen
Materials for Listening
• Books on Tape (Fiction and Nonfiction)• Poems on Tape• Songs/Chants on Tape• Guest Speakers• Authors Reading• Surprise Voices• Individual Headphones• Response Materials
1. You read to yourself
2. You read to/with someone else
3. You listen to reading
4. You write
5. You do word work
The Daily Five
1. You read to yourself
2. You read to/with someone else
3. You listen to reading
4. You write
5. You do word work
The Daily Five
Word Work for Grades K-2
Learning the Letters
Learning the Words
Phonological Awareness
TOGETHER: These lead to an understanding of the alphabetic principle ( the relationship between the letters and the
sounds)
Learning the Letters• The letter name• The letter formation (physical movement)• The sound the letter represents• The sound the letter represents when it is located in a
word with other letters• The features of a letter that make it different from every
other letter• The direction that the letter must be turned in order to
preserve the name(b,d,m,n,)• Some letters are doubled in words• Some letters appear often together• There are different types of letters(cap,lc, cons, vowel)
Writing center
Letter Sorting Activities
Letter Play
Practice with Names
Overhead center
Word Work
Word WorkWord Work
Letter Play
Letter Formation Alphabet Sequence
Word work
Letter Play
ABC Books and ABC Collage
Word work
Learning the Words
Learning the Words
Where To Begin? NAMES
• They are most personal.
• Children should learn their own names
• Names of everyone else in the class.
• Label cubbyholes.• Use name cards.• NAME CHART!
Understanding Around Names
Include:My name is a wordA word is a sequence of letters that go togetherThe letters in a word progress in a certain directionWords have meaningsWords are written the same way every timeWords are defined by white space ion either sideOther words start/end like my nameI can say a word and connect sounds to itWords can be put together to make a messageWords have different meanings when put together with other words
Name ChartAarron Grayson Matt RodneyAlex Gabriel Marcus RebeccaAndy Rachel
Cameron Isabelle Octvious StevenChristi Ike Santana
Deb Kathryn Peter WilliamDee Kaitlyn Pam
Erin Lindsey Yvette Eric
Names:“Getting to Know You”
Kristi
•Write the students’ first name (with last initial if two names are the same) on sentence strips.
Names:“Getting to Know You”
Kristi
•Write the students’ first name (with last initial if two names are the same) on sentence strips.
•Let the students watch you write their names and have them spell their names if they can.
Names:“Getting to Know You”
Kristi
•Write the students’ first name (with last initial if two names are the same) on sentence strips.
•Let the students watch you write their names and have them spell their names if they can.
•Display the names in a pocket chart or other board.
Names:“Getting to Know You”
Kristi
•Write the students’ first name (with last initial if two names are the same) on sentence strips.
•Let the students watch you write their names and have them spell their names if they can.
•Display the names in a pocket chart or other board.
•As you put the names up, comment on letters shared by certain students or other common features.
Names:“Getting to Know You”
Kristi
•Write the students’ first name (with last initial if two names are the same) on sentence strips.
•Let the students watch you write their names and have them spell their names if they can.
•Display the names in a pocket chart or other board.
•As you put the names up, comment on letters shared by certain students or other common features.
•Ask for volunteers to come and find a name they can read.”
Names:“Getting to Know You”
Kristi
•Write the students’ first name (with last initial if two names are the same) on sentence strips.
•Let the students watch you write their names and have them spell their names if they can.
•Display the names in a pocket chart or other board.
•As you put the names up, comment on letters shared by certain students or other common features.
•Ask for volunteers to come and find a name they can read.”
(Cunningham, 2000, pp.26-30).
Names:“Getting to Know You”
Kristi
High Frequency Words
Word P
lay
Word work
Search and Tally
Word P
lay
Big book center
Reading Masks
me the
Word P
lay
Room Hunt
Word Hunts
Word Hunts
• Students look for other words that follow patterns they are studying
Word Hunts
• Students look for other words that follow patterns they are studying
• Provide newspaper for hunts
Word Hunts
• Students look for other words that follow patterns they are studying
• Provide newspaper for hunts• Other sources include trade books, big
books and environmental print
Word Hunts
• Students look for other words that follow patterns they are studying
• Provide newspaper for hunts• Other sources include trade books, big
books and environmental print• They may record hunts in their word study
notebooks
Sentence Book Match
Sentence P
lay
Word P
lay
Word Wall Activities
Critical Attributes of a Word Wall
Critical Attributes of a Word Wall
• In a position that is easy to see from anywhere in the room
Critical Attributes of a Word Wall
• In a position that is easy to see from anywhere in the room
Critical Attributes of a Word Wall
• In a position that is easy to see from anywhere in the room
• Words printed in large easy to read letters
Critical Attributes of a Word Wall
• In a position that is easy to see from anywhere in the room
• Words printed in large easy to read letters
Critical Attributes of a Word Wall
• In a position that is easy to see from anywhere in the room
• Words printed in large easy to read letters
• Contains high-frequency and commonly misspelled words (content words and vocabulary should be somewhere else)
Critical Attributes of a Word Wall
• In a position that is easy to see from anywhere in the room
• Words printed in large easy to read letters
• Contains high-frequency and commonly misspelled words (content words and vocabulary should be somewhere else)
Critical Attributes of a Word Wall
• In a position that is easy to see from anywhere in the room
• Words printed in large easy to read letters
• Contains high-frequency and commonly misspelled words (content words and vocabulary should be somewhere else)
• Cut the shape of the word
A
always
about
around
Ways to Make Your Word Wall Stand Out
Ways to Make Your Word Wall Stand Out
• Use black bulletin board paper for the background
Ways to Make Your Word Wall Stand Out
• Use black bulletin board paper for the background
Ways to Make Your Word Wall Stand Out
• Use black bulletin board paper for the background
• Write the words on blank, white index cards with bold colors (Mr. Sketch or other bright markers)
Ways to Make Your Word Wall Stand Out
• Use black bulletin board paper for the background
• Write the words on blank, white index cards with bold colors (Mr. Sketch or other bright markers)
Ways to Make Your Word Wall Stand Out
• Use black bulletin board paper for the background
• Write the words on blank, white index cards with bold colors (Mr. Sketch or other bright markers)
• Put your alphabet letters in yellow or another bright color so they will stand out
Word P
lay
Alphabetical Words
Word P
lay
Word Sorts
Closed Sorts
cvvcai
cvceaCe
vyay
chain blame staybrain cape saytrait plate claybait brake gray
Students sort their words by criteria set by teacher.
Open Sorts• Students work alone or in partners to sort their word cards into
new categories. Collected words from word banks can be used for this sort as well
making a cake
blends
bake blame staycake clay grayplate plate traitflake brake brainsafe flake
Blind Sorts
Blind Sorts
• Blind sorts
Blind Sorts
• Blind sorts– students are in pairs or small groups
Blind Sorts
• Blind sorts– students are in pairs or small groups– one students calls words that are hidden from
other students
Blind Sorts
• Blind sorts– students are in pairs or small groups– one students calls words that are hidden from
other students– other student(s) spells the word and places in
the proper category according to pattern
Speed Sorts
Speed Sorts
• Speed sorts
Speed Sorts
• Speed sorts– students sort word cards as quickly as
possible
Speed Sorts
• Speed sorts– students sort word cards as quickly as
possible– may work in partners, small group or alone
Speed Sorts
• Speed sorts– students sort word cards as quickly as
possible– may work in partners, small group or alone– have timers available for those who like to
time themselves
Speed Sorts
• Speed sorts– students sort word cards as quickly as
possible– may work in partners, small group or alone– have timers available for those who like to
time themselves– this activity builds automaticity in recognizing
word patterns
Other Activities
Other Activities
• Alphabet strips for alphabetizing words
Other Activities
• Alphabet strips for alphabetizing words• bingo boards where students look at a
picture card and cover their boards (blends, short vowels, long vowels, number of syllables, etc.)
Other Activities
• Alphabet strips for alphabetizing words• bingo boards where students look at a
picture card and cover their boards (blends, short vowels, long vowels, number of syllables, etc.)
• word building with cards that have onsets on one card and rimes on another
Materials for Word Work• Name charts• Alphabet charts• Magnet Letters-different sizes, shapes, style• Individual Letter Books• Magna Doodle• ABC stickers and pictures• Pipe cleaners, wick sticks to form letters• Letter and word tiles• ABC Games and Songs• Letter and word stamps• Letter and Word Cards/pictures for sorting• Word Games-Scrabble, Bongo• White boards• Magnetic Letters• Wikki Sticks• Clay• Sandpaper• Letter stamps
Staying busy at that makes us...
SUPER Readers