The Daily 5 Chronicles

This year is no different than any other year, as each year I am excited to grow professionally and learn new things. New things I can use in my classroom to enhance the learning opportunities of each of my students. The Daily Five is the focus of my PGP (Personal Growth Plan). Seemed simple enough at first, until I read the book and realized that there are so many important components that have to be worked on in order for it to be truly successful. To understand and accept that the biggest constraint of a trilingual school is time, is key to properly implementing this program. At the beginning of the year, I was convinced that the three components I would use in my classroom would be Read to Someone, Read to Self and Word Work. I felt that writing would take too much time and take away from the other components of the program. As we began the Daily 5 I took a moment to think about what goes on when a student creates an entry in their journal. They are encouraged to edit and work on their spelling, make the story interesting {expand their vocabulary and add lots of details}. So technically, as they write they are doing work work.

After a few months, this what I know to be true, the Daily 5 looks and feels like this in my grade 2 classroom.

  • Uninterrupted ‘Read to Self’ time as they enter the classroom;
  • During our block of time three times a week we work on Word Work, Work on Writing and Listen to Someone (IPADs  Tumblebook App);
  • I do a Read Aloud as well on a fairly regular basis;
  • Conferencing goes on at this time, as well as small group guided reading sessions.

In October as I launched the Daily 5, I wasn’t completely satisfied with Word Work and I felt it needed to look and feel a little different. That is when I reached out to Andrea Hernandez a “master teacher” in the Daily 5. She mentioned something I had seen on Pinterest A Word Collector. Here, the students are encouraged to add words that they can read, but do not yet understand their meaning. Then they use a dictionary or IPAD and find their meaning and are celebrated when they use this word in conversation or add it to a journal entry.

This video shows one of my students as he stops reading his book, quietly walks over to the board and adds a word. Every other student was engrossed in their own novel and so didn’t comment or stop what what they were doing to look up. The student immediately returned to his spot on the carpet and his chapter book. My class love any opportunity to add to the board and as recently as this afternoon pointed out a word they heard during my Read Aloud that happened to be on the board. The student was eager to share that the meaning of the word could explain how it described the character’s action well. Evidence my students are expanding their vocabulary.

My students love reading and ask for Book Bin time, they also are very self motivated to go to the library and choose “Just-Right” Books for both home and school. Here’s where I noticed my Grade 2 sports fans did not have Just-Right books to satisfy their need to read about any and all sports. With the help of our excellent librarian and a quick trip to Amazon we found many appropriate books to add to already wonderful library.

Finally, at this point in the year my students are setting goals for themselves. Using CAFE the 4 key components of successful reading, each child has had an opportunity to conference with me to see what they feel still needs work. We will have periodic check-ins to ensure the success of these goals. There is still more work to be done, but I can happily say the Daily 5 instills behaviors of independence and creates a classroom of highly engaged readers and writers.

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