I spent my morning lost in Daily 5 resources online. Click on the above picture to loose yourself in Daily 5 ideas. Tammy at Live, Love, Laugh Everyday in Kindergarten is hosting this Daily 5 linky party, and I am so happy to have found it! After spending hours looking and reflecting about how I use Daily5 in my classroom, I decided to join in on the fun! I do not have my Daily5 book with me, as it is in my classroom. I read it a few years ago, and this would be a great time for me to revisit it as I have not grown the past 2 years from a Daily3... not quite enough time in my literacy block to do it all everyday!! All five components are included into my daily literacy block, but my students choose two to participate in. We all start with the read to self part.
Here are my responses to Chapter 1 Questions:
1. How do I teach new behaviors? Lots of modeling and practice. I pretell with my students, we practice examples and nonexamples, and then we try the real deal. I also post up procedures or anchor charts. The one below shows a morning routine chart where I had drawn the pictures. Now I make the procedure charts with my students pictures. My charts are clipped on the magnetic board, and I switch my charts as needed. If it is read to self time, then that chart is out. If it is packing up time, then that chart is showing.
3. How do I monitor student behavior? At the beginning of a school year, I monitor my students’ behavior. I use the “filling buckets” concept, community meetings, and other positive reinforcements to help monitor their behavior. Later on, they monitor their own and each others behavior. At that point, I believe my students could run the classroom without me!
4. What do I do when a student is not exhibiting desired behavior? Reteach! If one child is not following our procedures, depending on the desired behavior, I will do different things. For example, if a child is not reading to self, I would redirect. If I have to remind, I will reteach the procedures to just the individual or small group who needs it. If it is still an issue, I take away choice and let that child know he/she can choose the place to read when I see that they can follow our routine of reading to self. If a child is not following our morning routine, I will ask parents for help by reviewing those procedures at home. I send home pictures of their child showing each task. That child reviews at home by putting those actions in order.
5. Whose classroom is it? It is our classroom. However, I take ownership of my resources... such as books. I do not put all my books out at once. I put out different book buckets out at different times of the year. I teach my students my expectations, and when they show that they can follow through, I put more out. If not, then I do not put as much out.I do the same with my games and other manipulatives. I expect students to treat things with respect, so that they last longer, especially since I invested in those items with my own money.
6. Locus of control? Kindergarteners want to be like the big kids. So I treat them like the big kids, with a bit more patience as they try to gain independence. Through our classroom community meetings and discussions, we discuss trying our personal best, having strengths and weaknesses, and making mistakes is just learning. They learn "I statements" and move to making better choices and becoming independent learners. I used to have literacy center charts, but I typically do not like to have them, because I rather have my students choose where they want to go for their learning goals. This allows me the flexibility to call my reading groups and meet with them less or more, as needed, rather than an assigned amount of time.
7. Where are supplies stored? My classroom units and supplies are busting at the seams from the cabinets and storage closet. However, I have different areas of supplies. I have staplers and tape near my teacher table, so I can quickly grab when needed or my students can easily access if needed. At the writing center, there are different papers, writing utensils, stamping supplies, dictionaries, word rings, etc. for my students. At the art center, I keep our class supply of glue, scissors, and pencils. Depending on the art project, then those particular art supplies are out for student use. At each group, there are baskets of crayons and pencils. They have individual crayon boxes, but we rarely use them, as I rely on community supplies. They use their crayon boxes for visiting other classrooms, special occasions, and at the end of the school year. I have books everywhere! Baskets are at different centers. The classroom library has labeled baskets of popular books, easy readers, class-made books, student-made books, leveled readers, etc. The abc/word work center has a big basket of abc books. The math center has a basket of math books. The science center has books about the theme such as butterfly books. Our listening centers have different books on tapes and CDs, usually based upon a theme or skill we are working on. For other supplies, such as games and manipulatives, I take out and vary them throughout the year. This sparks interest throughout the schoolyear. The areas of my classroom are labeled. However, I am thinking of making four different main areas in my classroom, which has all the Daily5 components in each one. When I went to one of Kim Adsit's workshop, Differentiated Instruction for the Little Guy, I found out how she organized her classroom. She has four main areas in her classroom, where children go during the literacy block. They have different jobs and choices to participate in. I think this will allow me to have my students rotate each day through the different areas for independent practice. They will still have choices to work with at each area.
Thanks for visiting!