11/16 update--I have figured out what to have my students do to choose going on the computer! When students are selecting their choice for each round, computer is a choice, just like read to self. Once on the computer students use the website and make the choice of their activity on the computer. Keeping track of how many computers are left is the hardest part. Tomorrow I am going to put 7 clothespins on my clipboard and take one off each time a student selects computer... when there are no clothespins left, there are no computers left!
Original Post:
I created a great website for my students to use when they are Doing the Daily 5 on the computer. Following Laura's example of pre-teaching Daily 5 behaviors I have been modeling for my students how to use Raz-Kids, Tumblebooks and Storyline Online.
Our stamina is not flawless, but on most days we can get up past 15 minutes of stamina! My students make their choice of which daily they want to go to very well. It has been interesting to see them move from all picking Listen to Reading and Word Work first to picking a variety of activities first.
Tonight I am trying to figure out: how do I incorporate computers?
I have seven netbooks in my classroom and want to begin having technology being an integral part of our classroom.
My initial thought was that for an entire week (or day? or two days?) the computers could be a certain daily (Work on Writing for a week, then Read to Self for a week). I am worried that this will limit the choice my students have. What if they are doing Work on Writing and want to work in their journals, but Work on Writing is on the computer?
As I have 7 computers, I could split the students into 4 groups and they could be assigned a computer time. Students could then choose what they are working on like they normally do.
Which of these seems more manageable? Which honors my students' ability to choose what they want to work on?
Tuesday, October 4, 2011
Monday, October 3, 2011
Keeping Track of Listen to Reading Spots
In my classroom we are very lucky that we have five LeapFrog Tag Readers and four spots at our book on CD spot (although only three headphones are working right now!).
One thing I was having trouble with was keeping track of how many spots we had left. My students also let out a dejected yelp every time I said there were no more listening spots left. I wanted to come up with a system that easily allowed me to keep track of how many spots were left, as well as help the students understand that I wasn't just being mean when we ran out of spots!
I created a small flip book and tied it with yarn to the front of my clipboard. The numbers go from 8-0 and every time someone picked Listen to Reading, I'd flip to the next lowest number. Quickly my students got used to following the numbers and I even have a few students who will help me flip the numbers.
Please share the "easy fixes" you have implemented in your classroom during the Daily 5!!
One thing I was having trouble with was keeping track of how many spots we had left. My students also let out a dejected yelp every time I said there were no more listening spots left. I wanted to come up with a system that easily allowed me to keep track of how many spots were left, as well as help the students understand that I wasn't just being mean when we ran out of spots!
I created a small flip book and tied it with yarn to the front of my clipboard. The numbers go from 8-0 and every time someone picked Listen to Reading, I'd flip to the next lowest number. Quickly my students got used to following the numbers and I even have a few students who will help me flip the numbers.
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| 8 spots left! |
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| No more spots left! |
Please share the "easy fixes" you have implemented in your classroom during the Daily 5!!
Wednesday, September 28, 2011
Using Google Forms
To record conferences and the work done in them, I wanted to try out google forms.
Here was my first form:
From here, I realized several things:
Having the form bookmarked has made it super easy to find at the start of conferences. Once you submit the form, it gives you an option to reload the form, which makes it easy to complete the form again.
I might make separate forms for Read to Self, Word Work and Work on Writing. This would allow the data to be much more specific and searchable.
Right now I have the spreadsheet with all of my information bookmarked, as well. When I am looking at who to conference with I am able to see who I conferenced with. As I conference with more students, the data on the sheet will be come too much and it will be hard to see who I have conferenced with. I wonder if creating a google doc with a table (listing each student name down the left hand column) and then multiple columns where either Xs or dates could be entered.
This digital pensieve is highly internet dependent, which I don't love, but I will see how it continues!
Here was my first form:
- No need to have a date, google will time stamp it when it goes into the spreadsheet
- The more drop downs, the faster you can fill out your form
- It is necessary to have more than one strength/needs section so that you can more easily sort needs for groups
- If you are going to record Text Level or any other level, make sure to include an N/A choice in your drop down list or else you'll inadvertently end up with incorrect information
- Adding an "additional notes" column helps with anything that might not quite fit in
Having the form bookmarked has made it super easy to find at the start of conferences. Once you submit the form, it gives you an option to reload the form, which makes it easy to complete the form again.
I might make separate forms for Read to Self, Word Work and Work on Writing. This would allow the data to be much more specific and searchable.
Right now I have the spreadsheet with all of my information bookmarked, as well. When I am looking at who to conference with I am able to see who I conferenced with. As I conference with more students, the data on the sheet will be come too much and it will be hard to see who I have conferenced with. I wonder if creating a google doc with a table (listing each student name down the left hand column) and then multiple columns where either Xs or dates could be entered.
This digital pensieve is highly internet dependent, which I don't love, but I will see how it continues!
Thursday, September 22, 2011
Word Work
Word Work was the turning point for my class. Once they had the choice between Read to Self, Work on Writing and Word Work the whole class really started to work hard to keep going!
Each week my students have one of three lists (based on their Words Their Way level). On Mondays we glue their list into their Daily 5 journal (we use these for writing).
The first day I introduced Word Work I wanted an option where every student could practice at the same time. I recently received a class set of whiteboards through Donors Choose, so I thought this would be a great option. I showed the students how they could write the words regularly, with dots, squiggly letters or bubble letters.
We practiced with the whiteboards for two days and on the third day I started pulling small groups to teach them the other materials that would be available for Word Work Choices. I have bendaroos and reading rods available for students to also use.
In small groups we reviewed how to handle the materials, carry the boxes they are stored in, and how to put the materials away. Students then practiced the activity.
Students are doing a great job with Word Work and it is certainly their favorite choice so far!
Each week my students have one of three lists (based on their Words Their Way level). On Mondays we glue their list into their Daily 5 journal (we use these for writing).
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| Student list in journal, with date. |
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| Student using whiteboard for Word Work! |
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| Writing fun letters makes this a favorite choice! |
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| Zainab making words with bendaroos! |
In small groups we reviewed how to handle the materials, carry the boxes they are stored in, and how to put the materials away. Students then practiced the activity.
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| Word Work boxes |
Students are doing a great job with Word Work and it is certainly their favorite choice so far!
Wednesday, September 21, 2011
Building Our Stamina Through Choice
When we were building our stamina with Read to Self I was very worried about my class because it seemed our stamina would not go up! I added Work on Writing before we were probably truly ready for it (if you use the "8 minutes of stamina in one activity means you're ready for a new activity" rule).
What I found was that my students were highly motivated by the choice and that our stamina has continued to grow with the more choices they have. They now can pick between Read to Self, Work on Writing and Word Work (right now, they do all 3 everyday). In word work they can write their words on a whiteboard, make their words with bendaroos or make their words with reading rod letters.
When I first introduced Word Work our stamina was around 5 to 8 minutes depending on the day. Today we did 3 rounds of at least 12 minutes each!!!
One thing I've done with my barometer children is to give them a timer, but also to give them a sheet that has a simple 2 row table with the numbers 1-16 at the top. They flip the sand timer over, read/write/work the whole time the timer goes, and when the sand runs out they put a check under 1. They repeat the process the whole time that we are working. This really helped a couple of friends who were struggling with their stamina.
Here are the personal stamina graphs!
What I found was that my students were highly motivated by the choice and that our stamina has continued to grow with the more choices they have. They now can pick between Read to Self, Work on Writing and Word Work (right now, they do all 3 everyday). In word work they can write their words on a whiteboard, make their words with bendaroos or make their words with reading rod letters.
When I first introduced Word Work our stamina was around 5 to 8 minutes depending on the day. Today we did 3 rounds of at least 12 minutes each!!!
One thing I've done with my barometer children is to give them a timer, but also to give them a sheet that has a simple 2 row table with the numbers 1-16 at the top. They flip the sand timer over, read/write/work the whole time the timer goes, and when the sand runs out they put a check under 1. They repeat the process the whole time that we are working. This really helped a couple of friends who were struggling with their stamina.
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| A student using timer and personal stamina graph! |
Here are the personal stamina graphs!
Sunday, August 28, 2011
The First Week
The weather the past few days has been beautiful here in Chicago. In fact, it is so breezy right now I just fell asleep on my back deck! While I am exhausted after the first week of school, I am also excited for week two.
On the first day of school we launched Read to Self and began practicing our stamina. The Hefty two and a half gallon bags are doing well (the zipper has broken on one, but I bought three bags so this is no problem!).
This week I have realized that my students really struggle to get started right away. Between getting their bags, finding a spot and conversations with classmates some where not even getting started before I called them back to the carpet. Now, before we leave for lunch and recess, we've been placing our reading bags around the classroom. This has helped us (for the most part) get started right away.
Half way through the week I realized that I was using the "stink eye" to help a few kids continue reading, even when they had stopped following the behaviors on our chart. After doing research on www.thedailycafe.com I knew I needed to stop my students as soon as they displayed behaviors that didn't match our expectations. Our stamina is only about a 1 minute and a half right now, as I have several students who are struggling to get started right away and read the whole time.
When we gather back on the carpet between practice sessions we have been discussing what behaviors we've been doing well and which behaviors we need to work on. I've given my student who struggled the most with read the whole time a small hourglass timer, which has really helped give him focus to read.
How do you help your students build their stamina? What strategies do you use for your students to get started right away? How do you decide if a student is readjusting or if they are no longer displaying the correct Read to Self behaviors?
On the first day of school we launched Read to Self and began practicing our stamina. The Hefty two and a half gallon bags are doing well (the zipper has broken on one, but I bought three bags so this is no problem!).
This week I have realized that my students really struggle to get started right away. Between getting their bags, finding a spot and conversations with classmates some where not even getting started before I called them back to the carpet. Now, before we leave for lunch and recess, we've been placing our reading bags around the classroom. This has helped us (for the most part) get started right away.
Half way through the week I realized that I was using the "stink eye" to help a few kids continue reading, even when they had stopped following the behaviors on our chart. After doing research on www.thedailycafe.com I knew I needed to stop my students as soon as they displayed behaviors that didn't match our expectations. Our stamina is only about a 1 minute and a half right now, as I have several students who are struggling to get started right away and read the whole time.
When we gather back on the carpet between practice sessions we have been discussing what behaviors we've been doing well and which behaviors we need to work on. I've given my student who struggled the most with read the whole time a small hourglass timer, which has really helped give him focus to read.
How do you help your students build their stamina? What strategies do you use for your students to get started right away? How do you decide if a student is readjusting or if they are no longer displaying the correct Read to Self behaviors?
Sunday, August 7, 2011
Gearing Up For The Year
I still haven't decided how my students will store their books in my classroom and my to-do list is getting longer and longer. On Thursday evening my mom arrives and she will stay through Tuesday, helping me set up my classroom!
As I begin planning our first week activities and lessons, this quote from the Daily 5 book is sticking with me:
"It is the explicitly teaching and practicing of behaviors that sets the Daily Five apart from the other management systems we have tried over the years." (pg. 6)
I think that the explicit teaching and practicing of behaviors is important throughout all aspects of classroom life. I have been seeing a trainer this summer in my effort to get in shape. Throughout our hour long training sessions my trainer models how the exercise should look and as I am doing the exercise she makes corrections to what I am doing. The first time we complete an activity we go slowly, not worrying about repetitions, but worrying about doing the exercise correctly. Even if we have done an exercise before, my trainer will often still model it for me, as that assists me in doing the exercise correctly.
This has been an important reminder to me in the importance of explicit teaching and practicing of behaviors.
What are some creative ways that you explicitly teach and practice behaviors at the beginning of the year? What procedures do you make sure to teach on the very first day?
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