This week we have officially started doing Daily 5 in our classroom!
Q: What is Daily 5?
A: Daily 5 is ,”a framework for structuring literacy time so students develop lifelong habits of reading, writing, and working independently”.
In my classroom, students have the choice on which literacy station they go to each round. Each day, a different table will get first choice, and with a 5-day week, each table will get a turn being the first to ‘go make a choice’. After a round is over, all students head back to his or her own seat with their clip, and the process of choosing begins again, but with a random order (I have a spinner in a my room, and the students love this!).
Q: What if my child only wants to go to one station every time?
A: The great thing about Daily 5 is that the students know they can only go to a station once a day! 🙂
Q: So What About Guided Reading?
A: Each time we do Daily 5, I have a signal for students so they stop and listen for his or her name to be called to join me. I will be calling it my ‘Book Club’. This week all students have met with me to talk about the emergent reader, “All About Dinosaurs”. Depending on the needs of the group, we will have different levels of texts, and work on different skills to meet the needs of the students. This will allow flexibility and for my ‘Book Clubs’ to move at different paces! 🙂
Showing off their favorite page from the book! 🙂
Reading the Emergent Reader, ‘All About Dinosaurs’
Guided Reading or, ‘Book Club’ to my students is well under way! This week we worked on various skills, but the main focus was working on 1:1 match as we read. We praticed pointing to each word as we read. This is a repetitive text that makes beginning readers feel successful. The sight words we worked on were ‘this’ and ‘is’.
Work On Writing
This station is already becoming very popular! At this station, students are beginning to work on their writing skills. They can select one type of writing paper (we are working on making quality work over quantity in Kindergarten), and use different writing materials. At the beginning of the year, some students writing will look more like drawing pictures while others are beginning to write letters or phonetically spelled captions. They can choose a journal page (which is pictured) where vocabulary and pictures are included, or unlined paper, lined ‘ice cream paper’, and more.
Listen To Reading
At this station, students listen to a story and follow along. It helps them listen to what a fluent, expressive reader sounds like. Listening to reading is a great way for students to develop a love for reading in a very approachable way.
Word Work in our classroom at the beginning of the year includes three choices (so far!). Students may work with magnetic letters, spelling their names, putting letters in ABC order, etc. They can also use play-dough and form the letter we have been working on so far. The letter ‘C’ for Cass from SuperKids is in this station. As we introduce more letters, I will be gradually adding them into this area. Students also have the option to work with play-dough in creating numbers 1-5 for a little math integration since we only have one letter so far! Lastly, students may use paper and stamps to stamp out their name, letters, and more. This station will progress as the students grow!
Read To Self
At Read to Self, students can make selections from books to read quietly. At the beginning of the year, most students are looking at the pictures to read. They also have the choice to read the books we read during ‘Book Club’. This allows students to select a book they have seen before and read with me. Each week, I will have 1 copy of the new book we read with me, and after that week is over, the remaining copies will be in the library area for students to read.
Read With A Friend
At this station, similar to Read To Self, students make selections from the library of books to read, but this time, with a friend or friends. When we are at this station, we practice doing “EEKK!” If you ask your child, they should tell you that EEKK stands for ‘Elbow, Elbow, Knee to Knee”. We’ve practiced this and I have modeled this many times for them, and they have been doing a wonderful job! This is a great time for students to work on reading together and explore different topics that are of interest to them. I often put books I have read aloud to the class in the library on display so they can re-read them together with a friend or by themselves.