C OMPREHENSION AND T HE D AILY FIVE Newstead PS & Harcourt Valley PS March 24 th, 2010

COMPREHENSION AND THE DAILY FIVE

Newstead PS & Harcourt Valley PS

March 24th, 2010

What’s happening with Daily 5 in your classroom? What have you introduced? What’s going well? What are your questions?

What’s happening with comprehension in your classroom? What have you introduced? What’s going well? What are your questions?

“The way teachers structure the learning environment and the way students spend their time influences the level of reading proficiency the students have attained at the end of the academic year.”

(Cooley, 1981)

The Daily Five is not a reading program but “....a structure for developing shared awareness and instructional routines with students, through specific, focussed teaching, while balancing students’ needs for choice and independence.”

(Moser & Boushey, 2006)

1. Read to yourselfThe best way to become a

better reader is to practice every day,

with books you choose, on your just-right

reading level.

2. Read to someoneReading to someone allows

more time to practice strategies, helping you

work on fluency and expression, check for understanding, hear your own voice, and share in the learning

community.

3. Listen to readingWe hear examples of good

literature and fluent reading. We learn

words, thus expanding our vocabulary and

becoming better readers.

4. Work on writingJust like reading, the best

way to become a better writer is to practice writing every day.

5. Work on wordsCorrect spelling allows for

more fluent writing, thus speeding up the

ability to write and get thinking down on paper.

This is an essential foundation for writing.

ESSENTIAL FEATURES FOR GETTING STARTED WITH DAILY FIVE

Establishing a ‘community’ gathering place in the room

Choosing ‘good fit’ books Setting up classroom libraries Organising student book boxes Creating anchor charts Frequent, repeated, ‘good practice’ to build

stamina

ESTABLISH A MEETING PLACE

CHOOSING ‘GOOD FIT’ BOOKS

SETTING UP CLASSROOM LIBRARIES

ORGANISING STUDENT BOOK BOXES

CREATING ANCHOR CHARTS

FREQUENT, REPEATED, ‘GOOD PRACTICE’ TO BUILD STAMINA

10 Steps to Teaching and LearningIndependence1. Identify what is to be taught2. Setting Purpose – Sense of Urgency3. Brainstorm behaviors desired using an I chart4. Model most desirable behaviors5. Model least desirable behaviors then desirable6. Place students around the room7. Everyone practice and build stamina (3 minutes)8. Stay Out of theWay9. Quiet Signal – Come back to Group10.Group Check In – “How Did You Do?”

COMPREHENSION

Teach and use the language of reading and comprehension on a daily basis in your instructional time: Shared reading Guided reading Read aloud

READING WORKSHOPWhole class Independent or group Whole class

Mini lessonModelling a strategyDemonstration

•Independent reading•Individual conference•Response to reading•Small group focussed teaching:

Oral languageRead aloudShared readingGuided readingReciprocal readingLiterature circlesBook clubs

Reflection Share time

20% 60% 20%

DICTOGLOSS

STUDENTS WORK IN PAIRS OR GROUPS TO RECREATE A TEXT THAT HAS BEEN READ ALOUD TO THE CLASS. SHARED RECONSTRUCTION OF A TEXT.

Listen for the key ideas and words in a text.

It will help us to reconstruct the text in

our own words.

DICTOGLOSS

Listen to the complete text. Work alone to record key words or ideas as the

text is being read aloud for the second time. Work with a partner to recreate the main ideas

from a paragraph in the text. Write these ideas in sentences. Share with the group. Listening

comprehension precedes reading

comprehension.

PLANNING FOR TERM TWO

Set yourself two SMART goals:

S – specific M – measurable A – attainable R – realistic T – timely

Remember:When students aren’t learning it’s because the demonstrations they are seeing are not adequate, meaningful or necessary to them.

(Regie Routman, 1991)

What do I most have a sense of urgency about?