I think Chapter 3 is the heart of the book (so far). It definitely talks a lot more about the 10 Steps of Independence. The Sisters explained this theory in the first book but this time they dedicate the entire chapter to it. It is the heart of what Daily 5 is all about, it’s what makes it work! So here it is broken down…
Step 1: Identify What is Being Taught- Get your students thinking about what they will be learning about.
Step 2: Set a Purpose & Create a Sense of Urgency- It answers two questions: Why are we learning this and why is this important? Don’t you ask yourself the same questions when in a training?
Step 3: Record Desired Behaviors on an I Chart- I LOVE using these I can charts, we refer back to them often during the year. The difference now is how you should just announce the behavior, list it and explain it as opposed to allowing the students to come up with the behavior. It makes your lesson much shorter and to the point! Can I get an amen?
Setep 4: Model Most Desired Behaviors- This is crucial in the first few days of introducing stamina and practicing. It allows you to give your students the well deserved praise by having them demonstrate in front of the others. I love praising them and giving them an extra fuzzy and discussing how that behavior will make him/her a better reader, writer, etc.
Step 5: Model Least Desired Behaviors- This step is also pretty crucial. Allowing students to demonstrate “what not to do” is such a real vision of what they should look like. Calling up the friend that is usually off task gives the opportunity to get some attention and for everyone to have a little giggle at the student with the book on thier head. And we always follow up with, “Boys and girls if _____ continues doing this will he/she become a better reader?”
Step 6: Place Students Around the Room- I like this step for the beginning of the year, when all my students think the bean bags are the best choice, that’s not always the case. This step allows you to have control (in the beginning) and placing them around the room. First by calling them up to get their book box and second telling them, “try this spot and think to yourself, “is this a place where I and others can be successful?”
By the third week of school I had a student that LOVED sitting/laying under this table, it was comfortbale she enjoyed the privacy and she was making herself a better reader!
This is my book box area, the students quickly learn where their book box goes and to keep them nice and neat. And I just LOVE the numbers from Teri, they work for EVERYTHING! I don’t have to re-label my stuff each year with their name. 🙂
The top shelf are their fuzzy cups.
Step 7: Practice and Build Stamina- I love using the stamina chart to have a clear visual of where we should be. The sisters are very clear that each year and each class looks different while building stamina. Sometimes you will have a class that sores and can build quickly or you can have the opposite and have the class that just needs to move slow and really see what stamina is all about.
Step 8: Stay Out of the Way- This step takes place simultaneously as step 7. It is important for us to stay OUT OF THE WAY! The inner teacher in us wants to walk the room and give praise or gently remind but that is simply not what they should expect from us the entire year. We are training them to gain stamina so we can work one on one or with a small group so they should expect to find us at our guided reading table. So stay!
Sidenote: at the end of the year (this year) I was done working with small groups and while my students were at D5, I was checking emails (at my desk) a parent asked me to remind their child something (important) so I called that childs name and their head immediately whipped around the guided reading table, epecting to find me there. It was a small reminder to me that they need to know where we are just as much as we need to know where they are at all times.
Step 9: Use a Quiet Signal to Bring Students Back to the Gathering Space- When I taught kindergarten I used this low, choo choo whistle to signal the kids back. This past year with second grade I just used a calm voice to bring them back and that worked. This coming year I’m excited to try something new, maybe this light timer would be a good visual!
Step 10: Conduct a Group Check In; Ask “How Did It Go”- This is when you go back to the I Chart and ask your students how it went and really allow them to reflect on ther time.
This chapter is mainly about the necessary tools you need to be successful, including book boxes, a comfortable gathering/work place and a chime or signal to gather the students.
I love my “reading rug” that I bought a few years ago for my class. It has a place for every child and they are in their own space! I definitely recommend getting a rug like this!
It also talks about the importance of having a large library. I have accumulated a lot of my books from donations (from students) scholastic points, garage sales and re sale shops! It’s very easy to do if you know where to search! Here’s a peek at my reading corner. Student book boxes one one side and books on the other side, organized by genre and author.
I also have a second set of leveled books behind my reading table for easy shopping after a reading group.
I love the idea of “chime” to gather your students, I think I’ll try it this year. What do you use?
Thanks for linking up! Love your library!
Jennifer
First Grade Blue SKies
To stock my library, I go to Goodwill the first Saturday of the month when everything is 50% off. I pay about 34 cents a book!
Where did you find your bookshelves??
Your library is gorgeous!! Same question as Yvette… where did you get those book shelves?? 🙂
Amanda
First Grade Garden