Also on today's to do list...
Catching up on this blog!
I told myself when I started it again this summer that I was going to be better. I was doing so well there for a while, then July happened! Hopefully I do actually keep it up throughout the year.
I want to talk to you today about the foundation lessons that The Sisters mention. I've said it before, and I'll say it again - I love the updates to this edition of the book! The critical foundation lessons are outlined for your in this chapter. Brilliant! For those questioning which lessons you should start with, The Sisters have already laid it out. In my classroom, I have found that I need more to implement a successful workshop, so I have about three full weeks' worth of "foundation" lessons. (You can see what I mean [here].) I will share those lessons once I finish writing the plans. However, The Sisters have provided a great place to start!
Read to Self
By this time, you've already taught Three Ways to Read a Book and I PICK Good-Fit Books. The last foundation lesson for Read to Self is Choose a Successful Spot.
Some teachers spend the first few days placing students around the room (like The Sisters), while others allow students to choose their own spots right away. Personally, I prefer placing the students around the room first. Rather than placing them one-at-a-time, I call groups of four or five students to sit in an area. This way, I can show them rather than tell them where the appropriate places to sit might be. After a few rounds of this (sometimes after two or three days), we are ready to talk about how they can choose their own successful working areas.
Work on Writing
You have already taught what to do when we don't know how to spell a word. From there, the foundation lessons include setting up the notebook and choosing what to write about.
This is where I often find myself digressing from The Sisters' book. I use a writer's workshop model in my classroom so, where I do allow my students to choose Work on Writing during our D5 rotations, I have a separate series of lessons for writing instruction that I do at a different time during the day. I'll have to write about that one of these days. There are TONS of resources out there for how to begin a writer's workshop and how to teach writing. As much as I do appreciate the work The Sisters put into describing their adapted workshop model, I personally prefer some of those other professionals' opinions on writing instruction and how to get started. Do your own reading and form your own opinions, though. The Daily 5 book is a good starting place if you haven't ironed out your own research and plans yet.
Read to Someone
This is where I sometimes get a little overwhelmed. There is a lot to address here for Read to Someone to run successfully. So far, you've taught none of these things, and it's a lengthy list. EEKK is quite possibly my second favorite lesson to teach (the I PICK lesson being my favorite). Then you'll address voice levels (which I've already done in my classroom because it's a school expectation to do that on the first day of school), check for understanding (a CAFE lesson), how partners read (and I have a book for that.. I'll have to dig it out), how to get started, coaching or time, and how to choose a partner. See? A long list! It's overwhelming just thinking about it! However, it'll be fine once you get started.
Listening to Reading
Your lessons here will depend greatly on your available resources for this choice. I have two CD players, three computers, and four iPads in my classroom. You may have more, fewer, or different resources. You will need to teach the expectations for using those resources. Foundation lessons include setting up and cleaning up the technology, listening and following along, and managing fairness and equitable use given the limited number of devices.
That last one isn't usually a problem for my students since they are obligated to make each choice twice during the week. If they have already chosen Listening to Reading on Monday and Tuesday, they must give other students a chance to have a turn. Again, your procedures and expectations will greatly depend on your resources.
Word Work
Foundation lessons for Word Work include setting up and cleaning up materials, choosing materials and words to use, and choosing a successful spot. I am still working on this area of D5 myself. I made lots of notes while reading, and I have lots of ideas. I just need to get into my classroom to see about making it happen.
that I haven't read about reader's notebooks. I'll get around to reading it soon. Keeping a notebook is a little more challenging in First Grade, but I think they can do it! I'll have to think a little harder about it and see how I can make it work. I'm hesitant about merging the two, but perhaps they could write about their reading in their writer's notebooks too? I don't know. We'll see.
The school year is starting for me soon. If you've already begun, I hope you had a great first day/week! If you're starting soon, I wish you well on your first day! Let me know how it goes!
A few photos from our camping trip:
I want to talk to you today about the foundation lessons that The Sisters mention. I've said it before, and I'll say it again - I love the updates to this edition of the book! The critical foundation lessons are outlined for your in this chapter. Brilliant! For those questioning which lessons you should start with, The Sisters have already laid it out. In my classroom, I have found that I need more to implement a successful workshop, so I have about three full weeks' worth of "foundation" lessons. (You can see what I mean [here].) I will share those lessons once I finish writing the plans. However, The Sisters have provided a great place to start!
Read to Self
By this time, you've already taught Three Ways to Read a Book and I PICK Good-Fit Books. The last foundation lesson for Read to Self is Choose a Successful Spot.
Some teachers spend the first few days placing students around the room (like The Sisters), while others allow students to choose their own spots right away. Personally, I prefer placing the students around the room first. Rather than placing them one-at-a-time, I call groups of four or five students to sit in an area. This way, I can show them rather than tell them where the appropriate places to sit might be. After a few rounds of this (sometimes after two or three days), we are ready to talk about how they can choose their own successful working areas.
Work on Writing
You have already taught what to do when we don't know how to spell a word. From there, the foundation lessons include setting up the notebook and choosing what to write about.
This is where I often find myself digressing from The Sisters' book. I use a writer's workshop model in my classroom so, where I do allow my students to choose Work on Writing during our D5 rotations, I have a separate series of lessons for writing instruction that I do at a different time during the day. I'll have to write about that one of these days. There are TONS of resources out there for how to begin a writer's workshop and how to teach writing. As much as I do appreciate the work The Sisters put into describing their adapted workshop model, I personally prefer some of those other professionals' opinions on writing instruction and how to get started. Do your own reading and form your own opinions, though. The Daily 5 book is a good starting place if you haven't ironed out your own research and plans yet.
Read to Someone
This is where I sometimes get a little overwhelmed. There is a lot to address here for Read to Someone to run successfully. So far, you've taught none of these things, and it's a lengthy list. EEKK is quite possibly my second favorite lesson to teach (the I PICK lesson being my favorite). Then you'll address voice levels (which I've already done in my classroom because it's a school expectation to do that on the first day of school), check for understanding (a CAFE lesson), how partners read (and I have a book for that.. I'll have to dig it out), how to get started, coaching or time, and how to choose a partner. See? A long list! It's overwhelming just thinking about it! However, it'll be fine once you get started.
Listening to Reading
Your lessons here will depend greatly on your available resources for this choice. I have two CD players, three computers, and four iPads in my classroom. You may have more, fewer, or different resources. You will need to teach the expectations for using those resources. Foundation lessons include setting up and cleaning up the technology, listening and following along, and managing fairness and equitable use given the limited number of devices.
That last one isn't usually a problem for my students since they are obligated to make each choice twice during the week. If they have already chosen Listening to Reading on Monday and Tuesday, they must give other students a chance to have a turn. Again, your procedures and expectations will greatly depend on your resources.
Word Work
Foundation lessons for Word Work include setting up and cleaning up materials, choosing materials and words to use, and choosing a successful spot. I am still working on this area of D5 myself. I made lots of notes while reading, and I have lots of ideas. I just need to get into my classroom to see about making it happen.
***
After reading this chapter, I did find myself wondering about The Sisters' viewpoints on using reader's notebooks. They cite Aimee Buckner in the use of writer's notebooks (you can read my blog about that [here]). Aimee Buckner also wrote a book The school year is starting for me soon. If you've already begun, I hope you had a great first day/week! If you're starting soon, I wish you well on your first day! Let me know how it goes!
A few photos from our camping trip:
my boyfriend and me in the plane flying over the Inlet on our way to the Katmai Preserve
He takes me to the best places!
the crew and our ride
Upon returning from the Katmai, I had a photo book made with Shutterfly. I'm sort of excited about it, but it's not scheduled to arrive until next week!
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