Foundation Lessons - A Daily 5 Book Study

Guys.  I am so far behind with everything I'm doing lately!  I have been home from the Katmai for a week now.  The first day out was spent in Seward.  It's a cute little town worthy of a visit if you're ever up this way.  Mile 0 of the Iditarod race.  The next two days were spent cleaning up and drying out all of our camping supplies.  Then two days were spent getting the boyfriend ready to go to sheep camp.  He left yesterday morning, and I just slept.  All day.  It was nice.  Haha!

Then there's today.  I've got to get into my classroom before Thursday.  I can go pick up my keys tomorrow afternoon, so I decided to take care of all of my last-day-of-summer plans (i.e., cleaning my apartment for the last time until winter break) today.

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.

***

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 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:

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!

What do I need to get started? Daily 5 Book Study

I'm once again joining up with Brenda over at Primary Inspired to talk about what you need to get started with the Daily 5.

I have to admit that getting started with the Daily 5 was a whole lot easier than I thought it would be. Mostly because I hardly had to actually do anything all that much differently from what I was already doing!  Here's what you need:

Quiet Signal

I have always used the same attention signal for this that I use for everything else, but you don't have to.  I am a stickler for my attention signal being all of three things:  visual, audible, and portable.  If it's not, I can't use it everywhere and I can't make sure to get everyone's attention.  I use a simple "Give Me Five" where the students see my hand going up and they hear me begin counting "1-2-3-4-5."  As the students hear me, they join in.  Students put their hands in the air and pick up counting wherever I am.  This makes it easy for me because I don't have to yell use a loud voice.  The kids that don't hear or see me can hear and see their neighbors.  I can use it anywhere as long as I have at least one hand.  It's always a keeper for me.  However, I've been playing with the idea of using something more fun like chimes (which is what The Sisters use).  I don't know, though.  I don't like that it doesn't meet my three requirements for an attention signal.  But I could give the job to a kid... Things to think about.

Chart Rack or Interactive Whiteboard

I use a chart stand.  I use the SMARTboard for some things, but I find that I can do more with instruction on the chart stand while the whiteboard is more used in my classroom for independent or guided practice activities.

Tools, Not Toys

I'm having trouble with this whole idea.  It's just a personal problem, not an issue with the use of scaffolding (which is what this is).  I am just personally struggling with the idea that other students will begin to act up in order to get the "toys" that they see other students using during this time.  It will take some serious training in the beginning to address this.  A few lessons on "fair is not always equal" should cover it.  Like I said, it's me.

But some things you will need in your tool boxes:

• timers - sand timers would work well because they are silent (maybe a stopwatch for older kids)
• small fidget toys - I plan to talk to my OT/PT to see what she can let me borrow
• Legos or some other small toys
• pattern blocks
• hexifix cubes

Book Boxes

Kids are going to need a place to store the books that they will be reading!  I've heard teachers that use plastic bins from Dollar Tree or tote bags or magazine boxes from IKEA.  I don't have those stores where I am.  I do, however, have a Post Office.  I use Priority Mail flat rate boxes.  I put them together and cut them in half.  They are a little bigger than the magazine boxes, and they don't cost anything more than about a half hour of my time.  I'll post pictures of this later, as I won't be able to get into my classroom until August and I don't really need 24 book boxes in my teeny, tiny apartment for the next month.

A Gathering Place and Focus Lessons

Please don't overlook this if you teach older grades.  When I taught fourth grade, my students still loved to come to the meeting place.  I usually let them bring their chairs so they weren't sitting on the floor, but this concept is important in all grade levels for several reasons:

• students are more engaged because they can participate in lessons that include accountable talk,
• behaviors are minimized because of the proximity, and
• distractions are limited because the students aren't playing in their desks.

It's all win-win in my book!  Even with the older kids.

The only issue is that you will need a space large enough for all of your students.  This would be the carpet area in our primary classrooms.  In my fourth grade class, I taught the students how to move their furniture to the perimeter of the classroom to make space.

Remember to make your focus lessons short, sweet, and to the point.  Remember the brain research... keep the focus lessons to 5-10 minutes, depending on the age group.

i-Charts

Do you remember the i-Charts you created when you were working to build independence?  You'll need to have a place to post those in the classroom.  I post mine above the bulletin boards that I use for my CAFE, VOICES, and GNOMe menus.  It is necessary for reference later when you need to go back to the expectations.  There are a lot of ways to reduce "wall clutter" with other anchor charts, but these charts are critical to teaching and maintaining those expectations.  They should be up all year.  I know.  It's hard, but you'll be thankful you left them up when you can easily reference the charts.

Classroom Design

You don't really need a special classroom or an elaborate layout to make Daily 5 work for you.  You need some space for your gathering place, you'll need places for students to read and write independently, you'll need space to store your materials for your focus lessons and the like... Otherwise, your current classroom design is probably great!  Personally, I plan to make at least one big change in my classroom design... I plan to get rid of about half of my desks.  Stay tuned to see how that fiasco little piece of brilliant works out of me, or even if I actually go through with it.

Keep in mind that you will need to have space for the kids to do the work for the Daily 5, and that space isn't all desks and chairs.  When was the last time you sat in a rigid chair at a desk to read for pleasure?  Probably when you were in elementary school, right?  If we're trying to encourage reading for pleasure, we should provide students with pleasurable reading places.  Small rugs, fun chairs, bean bags, pillows, etc.  Let the kids lie down, sit at a desk if they want to, hang from the ceiling (just kidding about that last one), as long as they are reading!

When I get into my classroom in August, I'll post about the status of my classroom design.  We'll see if I am actually brave enough to move away from a class set of desks or if I'm just all talk at this point.  

So, how do you feel about getting started?  Overwhelmed?  Hopefully not.  If you have questions or concerns, let me know.  I want to help you get your reading block up and running!  You won't regret it!  

If you haven't gone over to see Brenda, head on over.  She's got a Daily 5 Starter Pack giveaway going on.  Don't forget to link up with your blog if you haven't.  If you don't have a blog, leave a comment anyway!  I'd love to hear from you!  If you missed the earlier posts, use the pictures at the bottom of the page to navigate through.

10 Steps to Independence - Book Study

Hi, there.  I'm joining up again with Primary Inspired and the rest of the great bloggers working through thoroughly understanding the inner workings of The Daily 5.

I'm a little late, though.  Let me tell you what; I put way more thought into my literature review that I was working on (homework) than was necessary.  But once I started writing it, there was no more worrying about whether or not I was doing it correctly.  The words just sort of... happened.

Anyway.  A few days late to this party, but my homework got finished... Worth it!

Now that I'm back on track, we're talking about the 10 steps to teaching and learning independence.

If you know me at all, you know how I love brain research!  It applies so much to how I do things and the rationale behind what I do, both in the classroom and in my life!  It's no wonder that it was so easy to agree with these ten steps.  Honestly, before reading the D5 book, I was already doing probably 7 of these steps... Check me out, being cool before it was cool!  The important take-away from all of this is to make sure that you're activating the whole brain while you're teaching.  That way, you impose upon the students' muscle memories to form habits.

Step 1.  Identify what is to be taught

Pretty simple, right?  But this is a step that I see so many teachers just jump right over!  If you want the kids to learn something, they need to know what it is they are trying to learn!  "[A]rticulating exactly what is going to be taught is an important step to creating independent learners" (p. 37).  This is where your "I can..." statements come in.  State your teaching objective in kid-friendly terms, and you've got yourself a learning objective!

Step 2.  Set a purpose and create a sense of urgency

Tell them the why of what you just told them they were responsible for learning.  The Sisters talk about how they use a section of the i-Charts for this purpose.  That's great, but don't forget to set a purpose for all of your other lessons, too.  Kids don't want to learn about things they don't care about, so you've got to let them know why they should care!

Step 3.  Record desired behaviors on an i-Chart

This works so well!  It makes everything so much easier to reflect upon later because you've given students a rubric right there.. posted on your wall.. for all to see!  When you take away the ability for students to say they didn't know what they were supposed to do, they won't do things they aren't supposed to do anymore.  If your school is using CHAMPS, this is the same idea.  In my classroom, I use the i-Chart as part of my CHAMPS board.  "P" down there at the bottom... "Participation"... "How will Ms. Dawley know that I'm doing my job?"  Well, it's all that stuff on the i-Chart!  Easy, peasy, lemon-squeezy!

Step 4:  Model most-desirable behaviors

Once that i-Chart is made, show, don't tell, the behaviors that you expect to see.  Model, model, model!  As teachers, I feel like we say that a lot.  But again, I see so many new teachers that forget this step.  It's so important to model for students what is expected.

Step 5:  Model least-desired behaviors

Confession:  This is the step that I forgot all of the time!  I've added it in over the last couple of years since reading the first edition, and I have definitely seen its importance to the process.  The best part:  You pick the barometer kid to show the least-desired behaviors, he gets his 15 seconds of fame (the attention that he was going to get anyway by acting up... you've given it to him now on your terms), and he now has that out of his system.  Then you go ahead and let that kiddo show the correct way.  Now, if he does act up during independent work time, you can use the modeling to your advantage.  He has already shown you that he can do his job correctly, so you can point that out!  (Don't forget the last correct model.  People remember the last thing they see or hear.  They need to see and hear the correct model before being released to work.)

Step 6:  Place students around the room

This one has always been sort of tough for me.  I never really know where kids would be comfortable, so I always second-guess the places that I choose for them to sit.  I'm still working on this.  I know I just need to get over it because they will be choosing their own spots soon.  The whole purpose here is to just let them know where they are allowed to sit.  Once they start choosing their own spots, it's easy to say "Remember to stay away from the doors and the water fountain."  They usually do very well when the time comes to let them choose, but I forget every year that the beginning-of-the-year kids are way different than last year's end-of-the-year kids.

Step 7:  Practice and build stamina

This part is important, but it's one of those that I didn't add in when I started teaching.  Why I didn't consider that the kids couldn't behave and stay on task because I didn't let them build up to it was beyond me.  Of course it wasn't my fault! Yes it was.  Now that I have added this in (and we graph the growth as a class), they can work independently for so much longer!!

Step 8:  Stay out of the way

This is so important in the beginning.  True, you are going to think that you won't be able to do this because you need to make sure the kids are on task.  Well, guess what?  They are only ever going to be on task when you're looking at them if you give them that expectation from the beginning!  The goal here, remember, is to teach them to do the right thing even when no one is looking.  You can't teach them that if you're always there to correct them!  Give them some space.  Let them mess up (and they will).  Once someone is off task, note that child as a possible "barometer" child, and go back to whole group.  This is going to be quite the process at the start, but it'll be fine.  (This whole process makes me crazy at the beginning because I feel like my kiddos can't do anything, but it will all be great soon.  So worthwhile.  Trust me!)

Step 9:  Use a quiet signal to bring students back to the gathering place

The noise that will come from cleaning up and coming back together will match the volume of the signal that you use to get the students' attention.  You want to have something calming and quiet.  This will make transitions so much easier!  (Oh, and don't forget the CHAMPS chart for transitions!!)

Step 10:  Conduct a group check-in

And here it is... My last confession for this post:  Here's another step that I would always skip, but it's so important!  As a teacher, I am often reflecting on how things went during a lesson, what I need to do differently next time, interventions that I now need to provide because my students didn't quite get where I needed them to be... The list goes on and on.  You know this; you do it, too.  Well, the same thing is true for those kids!  They need time to reflect to become better.  They won't do it on their own, though.  They need some direction.  Chances are, they've never self-evaluated anything they've ever done before.  (At least that's the case with my Firsties.)  This also a good time for a statement of commitment (because you know I'm a Conscious Discipline fan, too).  That statement would be as simple as "Next time, I will _."  Older kids could write it down on a slip of paper, maybe an exit ticket or something.  Younger children could simply say it to a partner or maybe draw a picture.  I'm going with say it to a partner because this needs to be quick.


There it is.  Those ten steps will make your dive into student independence so much easier, I swear!  But you have to do them all!  Every time!!

Tell me what you think.  I look forward to hearing your perspectives on this whole idea!  If you have a blog, comment here with your blog link.  I'd love to visit you!  Then head on over to Primary Inspired and link up.  If you don't have a blog, comment anyway!

If you'd like to get my graphs for charting students' stamina, you can visit my TPT Store [here] or click the picture below.

I referenced both CHAMPS and Conscious Discipline in this post.  You can get more information on CHAMPS [here] and on Conscious Discipline [here].

If you missed Chapter 2, you can use the image below to navigate your search.