[MOSAIC] Daily Five questions
Hi, I'm planning to start The Daily Five next year with my second graders. I have read the book and have bought The CAFE book as well. I have a few questions. 1. How long is YOUR Daily Five? I don't know how the sisters fit the DF along with writing, math, science, social studies and specials all into the afternoon. I've done the math and it literally does not add up to the amount of minutes in the day. And that does not even take into account recess (which all our kids need), transitions, getting ready for home, birthday parties, assemblies, etc.What works for you? 2. After you do your mini-lesson ( say a comprehension strategy) and students make a choice, do you expect the students who are at the DF component that corresponds to the mini-lesson (in this example RS and R) to be working on that comprehension strategy? How does that work for with word work? Maybe there is a closed sort that corresponds with the word work lesson, but you haven't taught that lesson yet and students are working at that station. Do they just work on that closed sort the next day? 3. How long do you keep the word work materials available before changing them? A week? 4. After reading the chapter on choice, I realized that the teachers (I must have missed it somewhere earlier in the book) are assigning which component the students will be working on. How have you done this? 5. I didn't see any trouble shooting in the Listen to Reading about the scenario when half of the class wants to RS or LR. How do you make sure that each child does all of the components? I noticed there were only 4 listening spots. How do you make sure everyone gets their turn? I appreciate all your help. It seems that there are some management issues that weren't addressed in the book. Thanks, Shannon ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
[MOSAIC] daily five questions
How long is YOUR Daily Five? I don't know how the sisters fit the DF along with writing, math, science, social studies and specials all into the afternoon. I've done the math and it literally does not add up to the amount of minutes in the day. When I saw the sisters at the Colorado reading conference they said that now they are advocating a Daily 2 or 3 because there isn't time for a daily 5. They recommended that all students do read to self. They felt ELL students should do the listening. After reading the chapter on choice, I realized that the teachers (I must have missed it somewhere earlier in the book) are assigning which component the students will be working on. How have you done this? The students are choosing the activity within the parameters set up by the teacher. If everyone has to do read to self at some point during the day, the child chooses which rotation to do read to self. It also depends on how many spots there are (example - # of headphones available) The teacher records the student choice on a chart. Depending on the space available and the structure the teacher has set up, students may not get their first choice at every rotation. How do you make sure that each child does all of the components? If you are doing 2 or 3 rotations a day, then you try to make sure the students get to a certain number of each activity throughout the week. Charting the students' choices help you make sure students get to where they are supposed to go. If you check their website, it might have information on their latest thinking. There are some things available without paying the subscription price. I know a number of teachers that have paid the subscription to the website and love all the support it has to offer. Thanks, Barb ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Daily Five questions
I'm planning to start The Daily Five next year with my second graders. I have read the book and have bought The CAFE book as well. I have a few questions. What smart questions you asked! I'm not sure I can answer them all, but will try. #1 - I think the amount of time that the DF lasts in your room depends on the time constraints that you must live with in your building/district. To have the amount of time that they refer to would be great, but often is not reality. So I think you make do with what you have. #2 This question is a really good one. If you have done a comprehension mini-lesson, I would assume you would want the students to be utilizing it and practicing that strategy. As far as word work, perhaps until you have taught them the current lesson they are practicing what they have been taught prior to. #3 I think you leave them there as long as children are benefiting from them. They need the practice of old skills, but can get bored easily too. I'm not sure I'm answering your question well here. #4 As a literacy coach, I have had teachers assign the students where to go to start out. The teachers have then decided to allow them more choice or continue to guide them depending on the grade level and make up of the class. #5 Again this is an concern that you may or may not have as a teacher. Some options are to have the kids check in at the various "stations" with a sign in sheet, or have a checklist that they have in a folder. I think it depends on what your grade level is, and how you are intending on monitoring their work. If you are doing guided reading during this time, I'm thinking that you are very busy with planning for that and may want to keep the monitoring to a minimum. With anything new that you are exploring in your classroom, you need to adjust it to fit the needs of your students, and at the same time make it manageable for yourself. I by no means am saying throw away all the wonderful advise in the books, but reality is what it's all about. Keep up the incredible thinking! Kelly AB ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Daily Five Questions
mosaic@literacyworkshop.org writes: >Hi, > >I'm planning to start The Daily Five next year with my second >graders. I have read the book and have bought The CAFE book as well. >I have a few questions. **I teach fourth grade so keep that in mind while I respond!** > > >1. How long is YOUR Daily Five? I don't know how the sisters fit the >DF along with writing, math, science, social studies and specials all >into the afternoon. I've done the math and it literally does not add >up to the amount of minutes in the day. And that does not even take >into account recess (which all our kids need), transitions, getting >ready for home, birthday parties, assemblies, etc.What works for >you? **I actually do a Weekly Five because I only have 30 minutes of Daily Five time each day. I only teach reading so in each of my blocks, I teach for 45 minutes and then do Daily Five the last 30.** > > >2. After you do your mini-lesson ( say a comprehension strategy) and >students make a choice, do you expect the students who are at the DF >component that corresponds to the mini-lesson (in this example RS and >R) to be working on that comprehension strategy? How does that work >for with word work? Maybe there is a closed sort that corresponds >with the word work lesson, but you haven't taught that lesson yet and >students are working at that station. Do they just work on that >closed sort the next day? **I had the kids show their thinking if they were reading with a partner, listening to reading, or reading to self. This meant they had to put a sticky note with their thinking on a bulletin board. Sometimes I would direct them. If we had been working on making connections, I would say during the transition time "When you show me your thinking, I want you to make a connection." Then the last 2-3 minutes of Daily Five time I would say "Show me your thinking." Kids would take their favorite sticky from their book and put it on the bulletin board. As everyone was getting ready to change classes, I would read a couple out loud. Sometimes, I let them just think freely with no guidance.** **As far as word work goes, I had 2 things they did each week. One was a Making Words lesson that I recorded myself teaching. It's kind of hard to explain so here's my website that you can check them out on. http://eastscs.sharpschool.com/cms/One.aspx?portalId=286211&pageId=2520070 Fourth graders each have their own laptop so this was easy in my room but this may be difficult if there is a limited number of computers in the room. The other activity they did was a word stem activity. I would have a stem (like "urb"). They had to add a word with that stem on a poster board, write a sentence on a sentence strip using their word and put it in a pocket chart, and then do a short activity using the stem in their word work journal.** > > > >3. How long do you keep the word work materials available before >changing them? A week? **I kept the word work materials available for a week usually. However, if it was a short week or things were a bit busy, I might keep the same materials available for 2 weeks and if a student had already done it, they just wouldn't do word work the second week.** > > >4. After reading the chapter on choice, I realized that the teachers >(I must have missed it somewhere earlier in the book) are assigning >which component the students will be working on. How have you done >this? **I assigned students days to do word work. All others were free choice. I have a list of students and I call out one child at a time. They tell me what they want to do and I write the abbreviation down beside their name. If a student chose something that I did not want him/her to do, I would ask them to see me before they got started. I would then talk them into changing their mind. I made sure the kids felt it was free choice (even when I made the choice).** > > >5. I didn't see any trouble shooting in the Listen to Reading about >the scenario when half of the class wants to RS or LR. How do you >make sure that each child does all of the components? I noticed there >were only 4 listening spots. How do you make sure everyone gets their >turn? **In fourth grade, I actually didn't care if they did the listen to reading or partner reading each week. My only requirements were Read to Self and Word Work at least once a week. As far as listening to reading, my school has a subscription to Dell Sylvan publishing that has e-books online. So, that was their listening to reading option and since each student has their own laptop, that worked out well.** > > >I appreciate all your help. It seems that there are some management >issues that weren't addressed in the book. **This was my first year doing Daily Five and I am the only teacher in my county that uses it. It has been my saving grace since SSR was not working in my classroom. I took the summer before and spent a few
Re: [MOSAIC] Daily Five Questions
Angela, I love the videos that you created for word work. Would you please tell me what you used to create them? Thanks so much! Cathy -- Original message from "Angela Almond" : -- > mosaic@literacyworkshop.org writes: > >Hi, > > > >I'm planning to start The Daily Five next year with my second > >graders. I have read the book and have bought The CAFE book as well. > >I have a few questions. > > **I teach fourth grade so keep that in mind while I respond!** > > > > > >1. How long is YOUR Daily Five? I don't know how the sisters fit the > >DF along with writing, math, science, social studies and specials all > >into the afternoon. I've done the math and it literally does not add > >up to the amount of minutes in the day. And that does not even take > >into account recess (which all our kids need), transitions, getting > >ready for home, birthday parties, assemblies, etc.What works for > >you? > > **I actually do a Weekly Five because I only have 30 minutes of Daily Five > time each day. I only teach reading so in each of my blocks, I teach for > 45 minutes and then do Daily Five the last 30.** > > > > > >2. After you do your mini-lesson ( say a comprehension strategy) and > >students make a choice, do you expect the students who are at the DF > >component that corresponds to the mini-lesson (in this example RS and > >R) to be working on that comprehension strategy? How does that work > >for with word work? Maybe there is a closed sort that corresponds > >with the word work lesson, but you haven't taught that lesson yet and > >students are working at that station. Do they just work on that > >closed sort the next day? > > **I had the kids show their thinking if they were reading with a partner, > listening to reading, or reading to self. This meant they had to put a > sticky note with their thinking on a bulletin board. Sometimes I would > direct them. If we had been working on making connections, I would say > during the transition time "When you show me your thinking, I want you to > make a connection." Then the last 2-3 minutes of Daily Five time I would > say "Show me your thinking." Kids would take their favorite sticky from > their book and put it on the bulletin board. As everyone was getting > ready to change classes, I would read a couple out loud. Sometimes, I let > them just think freely with no guidance.** > > **As far as word work goes, I had 2 things they did each week. One was a > Making Words lesson that I recorded myself teaching. It's kind of hard to > explain so here's my website that you can check them out on. > http://eastscs.sharpschool.com/cms/One.aspx?portalId=286211&pageId=2520070 > Fourth graders each have their own laptop so this was easy in my room but > this may be difficult if there is a limited number of computers in the > room. The other activity they did was a word stem activity. I would have > a stem (like "urb"). They had to add a word with that stem on a poster > board, write a sentence on a sentence strip using their word and put it in > a pocket chart, and then do a short activity using the stem in their word > work journal.** > > > > > > > >3. How long do you keep the word work materials available before > >changing them? A week? > > **I kept the word work materials available for a week usually. However, > if it was a short week or things were a bit busy, I might keep the same > materials available for 2 weeks and if a student had already done it, they > just wouldn't do word work the second week.** > > > > > >4. After reading the chapter on choice, I realized that the teachers > >(I must have missed it somewhere earlier in the book) are assigning > >which component the students will be working on. How have you done > >this? > > **I assigned students days to do word work. All others were free choice. > I have a list of students and I call out one child at a time. They tell > me what they want to do and I write the abbreviation down beside their > name. If a student chose something that I did not want him/her to do, I > would ask them to see me before they got started. I would then talk them > into changing their mind. I made sure the kids felt it was free choice > (even when I made the choice).** > > > > > >5. I didn't see any trouble shooting in the Listen to Reading about > >the scenario when half of the class wants to RS or LR. How do you > >make sure that each child does all of the components? I noticed there > >were only 4 listening spots. How do you make sure everyone gets their > >turn? > > **In fourth grade, I actually didn't care if they did the listen to > reading or partner reading each week. My only requirements were Read to > Self and Word Work at least once a week. As far as listening to reading, > my school has a subscription to Dell Sylvan publishing that has e-books > online. So, that was their listening to reading optio
Re: [MOSAIC] Daily Five Questions
I used iMovie to make the videos. I'm sure you could use a program on a PC, I'm just not familiar with those. As far as the lesson itself, I used a Four Block book called Making Big Words Grade 4. It was a book full of worksheets a student would do independently that I just read off to turn into a lesson. Once I figured out how to do the videos, I could make and edit them in about 30 minutes and since I plan on using them over and over, year after year, I thought it was a good investment of my time. I also go other teachers to start making them. I have about 5 more that are not on the website now. One of them is done by my principal, another by my husband. The kids LOVE them! mosaic@literacyworkshop.org writes: >Angela, >I love the videos that you created for word work. =C2=A0Would you please >te= >ll me what you used to create them? Angela Hatley Almond, NBCT Fourth Grade East Albemarle Elementary School ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Daily Five Questions
Thank you sooo much! I recognized the lessons and love the idea of creating the lesson for the children to do independently. This is really awesome to me! I do not have iMovie (I don't think) but I do have a new Mac and it costs very little so I will certainly buy it this week! I am moving from second grade to fourth grade and really want to do this for word work. I will have 9 computers in my classroom so the rest is easy! I may contact you later to ask more questions! Cathy -- Original message from "Angela Almond" : -- > I used iMovie to make the videos. I'm sure you could use a program on a > PC, I'm just not familiar with those. As far as the lesson itself, I used > a Four Block book called Making Big Words Grade 4. It was a book full of > worksheets a student would do independently that I just read off to turn > into a lesson. Once I figured out how to do the videos, I could make and > edit them in about 30 minutes and since I plan on using them over and > over, year after year, I thought it was a good investment of my time. I > also go other teachers to start making them. I have about 5 more that are > not on the website now. One of them is done by my principal, another by > my husband. The kids LOVE them! > > mosaic@literacyworkshop.org writes: > >Angela, > >I love the videos that you created for word work. =C2=A0Would you please > >te= > >ll me what you used to create them? > > > Angela Hatley Almond, NBCT > Fourth Grade > East Albemarle Elementary School > > > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
