Daily 5 Book Study–Chapter 3

 Mrs. Freshwater's Class & Thinking Out Loud are hosting Chapter 3 of the book study.

    

There are several key areas discussed in this chapter.

A Place to Gather

Sadly, I don’t really have a picture of my meeting area from my first grade classroom and it is i n shambles.  I didn’t really do a lot at the carpet when I taught 3rd grade the first time.  Now I can see how important it is to develop a classroom community and change up the dynamics of the classroom. I am thinking about how to define that area right now.  I will have a Prometehan Board, so naturally, the room is positioned around it.  I would still like to have an easel, but I have to leave my rolling one at my old building.  I have a folding easel that was a cast off and I just need to find a shelf deep enough to set it on.  I  know that some prefer to use the Promethean over making charts and such, but after 5 years , I find myself reverting to using the easel to freshen things up. I am going to miss my carpet.  I bought and alphabet carpet last year for my first grade classroom, but  it is just too babyish for third graders.  I can’t have a commercial carpet and the school carpets cost a small fortune, so that is a decision I will have to make later.

I bought these shelves at Target last year and think they will still fits under my board. I have 3 sets. They were great to line the front of the room and give it some useable space. I am starting with a barebones room next year!

Choosing Appropriate Books

I have a “Just Right” bookshelf in my classroom.

When I taught 3rd and 4th before, I just had genre and series baskets. I’m not sure if I will continue to have 2 libraries or not.  I know it is important to teach kids to choose their own books, but I also think it is important to support their choice development.  I might have to see how this goes with my class this year.  Plus, all my books that are already leveled are mostly for younger kids.  I also had to leave all the containers behind :

I had students choose 5 just right books and 2 library books for the book boxes.  This worked really well.  I labeled the leveled books with the groups that were allowed to pick from that basket and they ”shopped" every Monday as part of the read to self. 

I used magazine files as student book boxes, but am not sure if I will use them this coming year.  I also bought a few dozen of these plastic containers over the last few years and they are great for student book boxes and book storage.

   

 

Rituals and Routines

• gathering and sitting at the carpet.
• center expectations
• reading group expectations
• choosing just right books
• book shopping and library procedures
• reading response protocol
• writing time – journals? writing workshop?
• spelling/word study/ work on words activities and materials
• locations in the room to work
• laptop use
• materials storage
• teacher checking work

Adapt Rituals and Routines for Success

I found I PICK to be too cumbersome for first graders.  We talk about all of those ideals, but I think the lesson usually went over their heads.  The shoe lesson is awesome, but I have had classes that thought it was great and other that looked at me like I was crazy.  Book choice is an area where I think it is important to elicit from the kids how they already choose books.

In terms of setting up book boxes, we receive reading levels from the previous grade level and I start right off with having the kids choose their own books for their book boxes from the leveled book library. I spend time throughout the year talking about choosing just right books.  I can see that I will have the same routine in third grade.  I’m not sure how this will look with chapter books.

I like the idea of repeated practice to build up stamina with students and adding time to how long the students can work. I am not quite a militant with the expectations.  I think that students do need to talk to construct meaning and teach appropriate voice levels.  Kids do need to move around to find a better spot to work or forget materials.  I tried sticking to the routine of calling the group back when there was an infraction, but found it just wasn’t me. I tend to build up time a bit more quickly and know that I will have to readdress it throughout the year.

I’m not sure that kids are always honest with the checking procedure.  No matter how positively I phrased it, many of the kids who really needed to work on their choices, still gave me a thumbs up.  I may try using and “exit slip type strategy with third graders.

The Most Important Statement of the Chapter

I guess what stands out for me is the over all tone of this chapter.  I love that it puts the routines of this independent reading time into concrete terms. It certainly streamlined my introduction to center type activities and helped me to teach the procedures that are important to running a strong literacy-based classroom.

I can’t wait to check out what others are thinking!

Pleasure Reading Challenge!

I know there a a ton of book studies going on. I am trying to participate in just about all of them! So how many of us are actually reading for pleasure? I was thinking it would be fun to have a monthly linky party where we can post about a book we are going to read that month. We can do that right? One book a month? I wish I could read one a week ( and sometimes do!) 

Who's up for the challenge? We can share some great titles with brief descriptions - no pressure, just a fun way to find some great new books! Set some goals for yourself and start thinking about your July book! 

7 Habits of Happy Kids

Have you seen this book?

I just found out Steven Covey has written a book for children.  It looks like has stories for each of the habits. It seems like we spend so much time on social skills and self-esteem.  Self-awareness and woprk habits are huge areas that we address in schools now, too.  We use the Second Steps Program, but I think I will snag if from my local library and maybe start out my year with it!

Scrappin Doodle has a Graphics set too!

Daily 5 Book Study–Chapter 2

I am almost done with school for the summer! I have to finish a bunch of filing for school – I seem to be missing things from kids who were out and completed their assessments at different times. I need to go in and search through my piles of end-of-year papers to see if I can find them! Yikes! They a re there, it is just figuring out where I put them.

Finally, I have just reviewed chapter 2!  I have some great ideas from blog stalking and thinking about third grade.  *Please note that this post is only my opinion and how I implement Daily 5. These ideas are not endorsed by the the authors of Daily 5 or their publisher, Stenhouse.

***Update – Freebies at the end!!!

When setting up the structure for D5, the authors list the following as the core foundations:

• Trusting Students
• Providing Choice
• A Nurturing Community
• Creating a Sense of Urgency
• Building Stamina
• Staying Out of Students’ Way

These ideas were such a revelation for me!  They made me realize how much work I was doing, that the students should be doing! 

Trusting Students and Choice goes hand in hand for me.  I have to be honest and say that I provide limited choice in my classroom.  First, I found that  students wasted so much time in making choices, that they  used up learning time.  Second, when I asked students whether they liked  to have open choice or fewer choices to choose from, after experiencing centers both ways, the kids said they liked to have just a few choices.  Finally, given the really high expectations, as much as I would like to give more choice, the kids really need to use the full time to practice and complete specific skill tasks to make progress.

I have a set schedule fro D5.  During this time, I usually have multiple support teachers pushing into the classroom or pulling individuals or small groups.  It just gets crazy if I can’t keep track of everyone, where they are, and what they are doing.  I know some will disagree with me on this. 

With in my D5 choices, I have choices.  For example, there are 4-6 choices for listening activities, 3 choices for word work, at least 2 choices for writing.  I’ll share more on that later.  This is my center board. At this point in the year, I had five rotations because I had five reading groups.  Each group was a color and the timer was set for 15-20 minutes.  We would pause for a mini-lesson after 2 or 3 centers, depending on our schedule. 

I like this system and think I will continue to use it in 3rd grade. Whenever a student returned to the classroom, or an adult came in, everyone knew what was happening and where kids were.  I also printed this out on a poster for subs.

Creating a Sense of Urgency – This is so key!!! I can say this because it just did not happen this year.  I have used D5 with 3 previous classes who were SO into the whole system.  This year it just did not happen.  I tried everything I could think of to create motivation.  Seriously!  I used Classroom DoJo and it was great for the kids, but parents complained and a few kids were super sensitive.  I do plan on using it next year and standing my ground.  I’m not sure what else to say about this.   It was just one of those years.

Building Stamina – Again, hugely critical!  I compare this to how the kids work on running more quickly in PE.  This really makes a connection with the kids.  We also kept a graph going.  I would re-introduce it every once and a while when we needed a reminder.  I plan to use these posters next year too. Mel at Suesstastic has a great idea for making necklaces to reward students who are building stamina!  Such a great idea!  Check it out!

     

I also love her idea for putting up a timer on the promethean. I did that, but never labeled it.  I think that would really focus the students on your purpose. I’m planning to do this next year!

Staying Out of Students’ Way – This is so tough, but really important.  I am big on building independence.  My 1st two years, I had an A-MAZ-ING classroom para and she really supported this and had a great instinct with kids and fostering independence.  Last year, I was on my own (for the 1st time is 1st!!!) and it went well – the kids were even more indpenendent because there was only one adult.  This year, I had a tougher time.  I had a challenging time helping my para support my philosophy in this and it made the whole process so difficult.  It can be hard from some adults to see that even young children can, and should, have some level of independence.  There is a fine line between support and enabling.  Unfortunately, this was not clear until several of my students were in tears on the end of the year assessments, because they could not have help.  They had immediate answers and support during their independent work time, while I was doing guided reading groups, all year.  It was sad that it took that for the adults working in the room to see what a disservice was done.  Anyway – off my soapbox now!  This is the same reason that it can be really difficult to have parent helpers in during D5 – which I never did.  I am thinking of creating a poster and some sort of hand out for adults – kind of like a classroom constitution for D5 so that everyone can support the expectations.

*** Update!  Freebies!!! I created printable to make a classroom Constitution for “Daily Centers” and a Voice level chart.  My building uses a 3, 2, 1, 0 system for voice level, so I made on like that.  I was inspired by Mel at Suesstastic! Click on the images to grab your freebies!

Link up with the book study here:

               

Ahh...Summer!

Ahh !  Finally!  I am almost done with my school obligations!!!  My last day with kids was Wednesday and we had teacher days Thursday and Friday.  I was wiped out!  The last day with the kids was rough – right up to the last minute.   I will be going in again on Monday, at least.  I have to finish the folders that get passed on. I thought I was so organized and everything hit the fan at the last minute. I have most of my things packed and ready to be shipped to the other building. 

I attend the graduation of my first real class today!  I was a long term sub in a team teaching class for half a year and then finished out the year in kindergarten.  So, when I say my first “real” class, I mean the first that was all mine and I had them for 2 years.  They were my babies.  Now they are all grown up!

This weekend, this is how I’m feeling:

 

Just trying to relax and convince myself to work on my files that I dragged home!

Daily 5 Book Study – Day 1

I posted about the Daily 5 book study yesterday, but I have been thinking a bit more.

I modified the Personal Goals Chart chart from Teaching With Style.  Since I am moving to third grade, I am starting fresh.  My philosophy has changed over the eight years since I have taught third grade.  I have learned so much about Daily 5 and from my years teaching younger students.  For example, I NEVER did listening centers with 3rd and 4th graders.  Now I think they need that.  I did a lot of worksheet assignments and there was little independence or differentiation.  I know that I want to include hands on activities, listening, and reader response.  I need to take more time this summer to think about it.  Here is what I am thinking so far:

 

I love hearing what others are doing and finding out more about the procedures, routines, and general tone of how this works in third grade!

Daily 5 Book Study - Chapter 1

Yeah!  I found my book!!!  I have been packing my classroom and have about 30 boxes.  It was not too hard to find the book I needed!  This poor book!  It is one of the few I have that has been spilled on, bent, dented and probably torn!  I am usually super careful with the condition of my books, but this one has just had so much use as a resource.  It ranks up there with the Guided Reading resources from Fountas and Pinnell!

Link up with the book study here:

 

  

Oh, my!  How I love D5!!! Well, not everything about it, but it was the first philosophy that really stuck with me as a teacher.  I loath ticky-tacky centers!  I get pulled in every once and a while, but the idea of all sorts of file folder games and trinkets and tons of rotating things that I have to spend extra time creating and/or setting up gives me hives!  I use a version of the D5 in my classroom that incorporates the conference process into guided reading.

Any who, before I get carried away, here are my thoughts on the first chapter, which is mostly about the philosophy:

 

1. On pages 4-6, the authors present two different pictures of their classrooms. In thinking about and reflecting on your own practice, how would you characterize your literacy block? Does it look more like the first or second scenario, or is it somewhere in between? How will you change it?

First, I really like that the Sisters talk about the evolution of their philosophy and they are still allowing it to evolve.  So often, we either get stuck in one way of thinking or we do  not aknowledge and reflect on our own growth as professionals – it just gets lost in the shuffle.

I find that my classroom is very independent.  This changes each year, though.  I have used D5 for 4 years in first grade and the independence of your students really depends on how much groundwork you lay, the systems you set up, and taking the time to go through the process.  The spread of D5 in our district, as well as research in best practice, has encouraged us all to slow down and make sure the procedures are in place.  This was a big change from the first few years when I was in this position!  The earlier you started guided reading, the better!  Now we are encouraged to take 6-8 weeks to develop our structure.  I find that, with report cards going out in the middle of November, I really push the procedures for about 6 weeks.

I also love the philosophy of choice! I have guided choice in my classroom.  I actually found that my students did not want unlimited choices – yes, I actually interview them at the end of the year to find out what they liked and what they didn’t.  For example, I use MP3s for listening centers.  I tried having numerous choices of books and little was accomplished.  When I loads 4-6 stories, the kids had an easier time choosing and getting started.  Rather than having an open policy with work on writing, I will pull out a choice of 2 activities (i.e. squiggle writing and journal sticks).  This gives choice without wasting learning time.

Building stamina is critical!  I love to related this to PE.  Our students work up to running a certain distance in PE and it is a natural discussion.  They understand that reading is exercise too and that we need to build up our time.

Finally, one area where I found a significant effect in my classroom was having a mini-lesson break between “centers” for a mini-lesson.  This has allowed my students to stay on task and be focused during D5.  I only do 1 mini-lesson in the middle, however.  More about that later!

 

2. The typical teacher is very busy having students do lots of different activities. How is what you are having students do now in your classroom creating quality readers and writers?

This is a huge change for me!  We have lots of benchmarks and when I first started teaching, I was uber focused on sight word acquisition, spelling words, and phonics.  I found that reducing the activities allowed students to focus on the learning, rather than the task.  My kiddos achieved higher levels more quickly because they were immersed in the learning and were provided with.

Posters from Kindertastic

3. What sets the Daily 5 structure apart from what you are doing in your classroom?

I have a tough time with this one, because I was teaching a different grade in a different school prior to using D5.  Since I was teaching older kids, they had assigned reading for reading group, a writing assignment, and spelling worksheets.  When I taught 1st in a different district, it was entirely basal reader based – so worksheets and provided games.  Not my choice :)  My structure is much more based on choice and independence that it ever was with Daily 5.  The activities are also more student generated and open-ended.

Here are some quick pics of how D5 runs in my classroom – more to come later!  You can also click on the side bar to go to my previous posts.

    
    The "Just Right Library"            Journal Sticks            Work on Words Tools

Guided Math

I am joining in the Guided Math Book Study at Primarily Inspired. 

 

My professional goals this year centered around math and I have written a ton of curriculum for my current grade level.  However, with my move to third grade, I’m not sure what this is going to look like.  I know that we have a 60 minute period and we switch students, so the groups are more heterogeneous. I can’t see that doing whole group lessons everyday would work well, but I’m not sure what it will look like, or how much choice I will have.  I also want to make sure that I have some math connections in my own classroom, with my full class of students.  Here are my thoughts so far:

Key Components In This Model:

1. A Classroom Environment of Numeracy

I like the idea of having a math board in my classroom, both for my math group and my homeroom.  I can see having the current vocabulary up and maybe having some challenge problems for early finishers.

2. Morning Math Warm ups and Calendar Board Activities

I would like to do something with morning work, to stay connected to my students who may not be in my math class.  When I student taught in second grade, the kids had a calendar and there was a math problem of the day posted for them to solve.  I also like the idea of having a math journal.  I just need to get into the routine before I can figure out how that might work with a math class comprised of students from several classrooms and not knowing what level I will be teaching.

3. Whole-Class Instruction

We currently use a textbook resource.  It has a HUGE workbook for the kids.  I have to say, I was not married to it in first grade.  It was nice to have the resource there and ready to go, but I am not a workbook person and I found myself teaching with worksheets.  That may be a method as I start a new grade level, but I am hoping my structure will be more mini-lesson based with activities and guided groupings.

4. Guided Math Instruction with Small Groups  of Students

Again, with an hour of instruction, I think a center-based format would be a great way to use that time well.  I have been a big Daily 5 advocate for years and have applied that model to math with my first graders.  I can see having similar stations in 3rd.

I saw a great idea somewhere where a teacher would circulate during a whole group activity and move color magnets with students numbers on the board as it was observed that they might need extra support.  The support group was formed quickly and easily.

5. Math Workshops/Math Stations

Here is what I am thinking for centers: Math Facts, Computer, Hands-On Games, Teacher Center

I found this great resource (I actually used the addition and subtraction version this year):

It provides great games and literacy connections.  I can’t wait until it arrives in the mail!

Routines to develop:

• Rules for using with manipulatives and where to get them independently
• What to do if you finish early.
• What to do if there is a question.
• Where to store materials.
• What to do when you come to math class.
• How to clean up materials.

6. Individual Conferences

I would really like to do this!  I think student reflection is critical and I am curious about how it works when I don’t have my own students.  I found this to be hard when I taught fourth grade because I didn’t really get to know my students as well.  I only had 4 of them in my homeroom.  See my idea for this in the next section.

7. An Ongoing System of Assessments

I know this will be critical because of the structure of switching classes.  I am automatically thinking of using a sheet I really felt was successful for reading and writing.  I would write what I observed and then write my teaching/conference point.  I think I will have these copied on a bright colored paper and have a clipboard for math class.  I know organization is going to be key when switch classes.  At least I can stay in my classroom, unlike the last time. When I taught fourth grade, I was a travelling math teacher and had to go teach in another wing of the school and cart all my materials with me…fun!

I will link up my conference form tomorrow.  Google Doc is giving me fits and I can’t do much on my iPad.
 

I was lucky that Amazon had the first chapter of this book for preview.  I hope my order from Amazon comes in soon so that I can keep up with the reading!

Guided Math

I am joining in the Guided Math Book Study at Primarily Inspired. 

 

My professional goals this year centered around math and I have written a ton of curriculum for my current grade level.  However, with my move to third grade, I’m not sure what this is going to look like.  I know that we have a 60 minute period and we switch students, so the groups are more heterogeneous. I can’t see that doing whole group lessons everyday would work well, but I’m not sure what it will look like, or how much choice I will have.  I also want to make sure that I have some math connections in my own classroom, with my full class of students.  Here are my thoughts so far:

Key Components In This Model:

1. A Classroom Environment of Numeracy

I like the idea of having a math board in my classroom, both for my math group and my homeroom.  I can see having the current vocabulary up and maybe having some challenge problems for early finishers.

2. Morning Math Warm ups and Calendar Board Activities

I would like to do something with morning work, to stay connected to my students who may not be in my math class.  When I student taught in second grade, the kids had a calendar and there was a math problem of the day posted for them to solve.  I also like the idea of having a math journal.  I just need to get into the routine before I can figure out how that might work with a math class comprised of students from several classrooms and not knowing what level I will be teaching.

3. Whole-Class Instruction

We currently use a textbook resource.  It has a HUGE workbook for the kids.  I have to say, I was not married to it in first grade.  It was nice to have the resource there and ready to go, but I am not a workbook person and I found myself teaching with worksheets.  That may be a method as I start a new grade level, but I am hoping my structure will be more mini-lesson based with activities and guided groupings.

4. Guided Math Instruction with Small Groups  of Students

Again, with an hour of instruction, I think a center-based format would be a great way to use that time well.  I have been a big Daily 5 advocate for years and have applied that model to math with my first graders.  I can see having similar stations in 3rd.

I saw a great idea somewhere where a teacher would circulate during a whole group activity and move color magnets with students numbers on the board as it was observed that they might need extra support.  The support group was formed quickly and easily.

5. Math Workshops/Math Stations

Here is what I am thinking for centers: Math Facts, Computer, Hands-On Games, Teacher Center

I found this great resource (I actually used the addition and subtraction version this year):

It provides great games and literacy connections.  I can’t wait until it arrives in the mail!

Routines to develop:

• Rules for using with manipulatives and where to get them independently
• What to do if you finish early.
• What to do if there is a question.
• Where to store materials.
• What to do when you come to math class.
• How to clean up materials.

6. Individual Conferences

I would really like to do this!  I think student reflection is critical and I am curious about how it works when I don’t have my own students.  I found this to be hard when I taught fourth grade because I didn’t really get to know my students as well.  I only had 4 of them in my homeroom.  See my idea for this in the next section.

7. An Ongoing System of Assessments

I know this will be critical because of the structure of switching classes.  I am automatically thinking of using a sheet I really felt was successful for reading and writing.  I would write what I observed and then write my teaching/conference point.  I think I will have these copied on a bright colored paper and have a clipboard for math class.  I know organization is going to be key when switch classes.  At least I can stay in my classroom, unlike the last time. When I taught fourth grade, I was a travelling math teacher and had to go teach in another wing of the school and cart all my materials with me…fun!

I will link up my conference form tomorrow.  Google Doc is giving me fits and I can’t do much on my iPad.
 

I was lucky that Amazon had the first chapter of this book for preview.  I hope my order from Amazon comes in soon so that I can keep up with the reading!

Freebie Linky!

Darlene  from Third Grade Love is hosting her first Linky and it is a Freebie Linky!  Link up your favorite freebie with her blog!

This watermelon project is one of those great fillers when you just need to fill a half hour with quiet work.  It is my most pinned item! Click on the image to download.  Enjoy!

Pinterest Inspired

Amber at Adventures of a Third Grade Teacher is having a linky party on Pinterest inspirations! 

I have so many ideas I have borrowed from Pinterest that I don’t even know where to begin!  I think I will stick to things I have pictures of and leave out the anchor charts – I was never a big anchor chart person until I saw such beautiful ideas on Pinterest!

Click on the image to go to the source.

Mrs. Randell at randalllearninglibrary.blogspot.com made these great chipboard letters.  Here is my version:

Abby at theinspiredapple.blogspot.com totally inspired me with her beautiful sign and classroom rules!

Here are mine:

These ideas filled in some really awkward spaces in my room.  I can’t wait to put up my “Third Grade is Thrilling” and the rules banners in my new classroom!

 

Love this!  I don’t have a pic of mine and it has been packed for the move

For myself:

Totally did this for like $10!  I put it behind my bedroom door and LOVE it!!!  It is so nice to see all my necklaces and grab the one I want.  It is a lifesaver in the morning!

I am a crafty girl!  I would love to have a craft show or gift shop some day!

Tried these wine glasses – right now, this is a fail!  I have to play with the paint a bit more and I think they will be great!

These are some crafty things I have made for gifts and to sell at small craft shows/parties.

Well, my computer time is up for the day!  Time to get out and enjoy my weekend.  Join up with this great linky!