I have been enjoying this book study sooooooo much and have so many ideas spinning in my head but I'm not quite ready to answer all the questions for my self yet. My plan is to revisit these questions and post during the next few weeks before school. I know how I did things when I taught first grade but I don't think I did a good job with Daily 5 last year in kindergarten and I'm still planning out things for my new adventure with Transitional K. For now I wanted to share the questions so for and a few links.
Much of the information I have used for Daily 5 has come from the Daily 5 Yahoo Group I have been running for a while now. There are so many free files, links to many of the free things on the Sisters' site and wonderful threads about everything Daily 5 and CAFE. It has been a quiet summer but we would love to get some new conversations going so I hope you will join us :) We also have an extra file group here.
You can also assess most of the group files, also a Gig of goodies, from my DailyCAFE folder on Skydrive :) Most files are not my creations, I have simple gathered them all. I hope some of you find these links helpful.
Below are the questions from each chapter so far. Make sure to click on the picture for each chapter for each linky party. There is so much great information and many freebies :)
1. How do I teach new behaviors?
2. How do I teach expectations?
3. How do I monitor student behavior? whole group? small groups? Individual?
4. What do I do when a student is not exhibiting desired behavior?
5. Whose classroom is it?
6. Locus of control?
7. Where are supplies stored?
1. Do you trust your students? How do you build this trust? Are you able to trust them and allow them to be independent throughout all aspects of your day? Are you going to be able to stay out of their way?
2. How much choice do you give your students throughout the day? (would love for you to share some examples!) Do you go over your daily schedule with your students or is it just 'posted' in the room?
3. How are you going to create that sense of community where students will hold each other accountable?
4. Student ownership in learning? How do you instill this in every child?
- Stamina! How are you going to build stamina with reading? independent work? Will you use a timer? Will you set goals? …
1. Establish a gathering place for brain and body breaks.
2. Developing the concept of "good fit" books
3. Create anchor charts with students.
4. Short, repeated intervals of independent practice and setting up book boxes
What will you use for book boxes?
What are you going to put in those book boxes on the 1st day of school?
5. Calm Signals and check in procedures (Do you already have a signal? How will you handle check ins?)
6. Using the correct model/incorrect model approach for demonstrating appropriate behaviors.
1) How far into the school year do you think kinders need to be to be able to begin the process of Read to Self? What is realistic? When do you plan to begin implementation?
2) How will you make sure that each child views him/herself as a reader (whether they are reading words or not)?
3) What are some ideas you have about "Launching Read to Self" in kindergarten? How will you go about it and what are some ways to make sure it is "kinder friendly"?
4) How will you/do you build the children's belief that this IS important? What can we do to encourage the ones who do not value it and create disruptions for others?
5) How valuable is Checking In and Reviewing with kindergarteners? How often will you do it? When will you do it? What are some different ways to "check in"?
6)What are some problems that can occur during this problem (either that you anticipate with your kinders OR that you have experienced)? How can we be proactive about these issues?
1. How will you instill the importance (or urgency) of 'listening to reading' in your students and especially those students who have had little 'lap time' or reading done for them in their own homes?
2. What devices or strategies are you going to use to conduct listen to reading? Will you use a community recording device with one cd and several earphones, individual cd players, tape recorders, ipod-type devices or computers?
3. What expectations will you have for your students during 'listen to reading' and how will you keep them on task and independent instead of needing your assistance when they can't manage devices?
4. Do you have enough 'listening to reading' type materials? If not, what ideas do you have for securing these materials? Where will you store them? How will your students retrieve these items? Where will they be used (will there be a designated spot in your class for listening to reading or will it be their choice?
5. How do you feel about listening response sheets? What will they look like?
6. How can this station be differentiated to meet the various learning profiles, interests and/or readiness of your students?
1. Why should students be reading to someone?
2. How can your students EEKK?
3. How can your students read to someone and how will you need to model these ways with your students?
4. What is one thing you have done with partner reading that ensures the success of your students?