Get Excited... Our 100 FOLLOWER FREEBIE!!!

We are so excited to reach 100 followers.  As a thank you to all of you who have helped us get there, we have a special FREEBIE for you and any future followers.  We hope you enjoy it and are able to use these Daily Five resources.  Click on the image below to get your Daily Five Freebie.

Emily and I are fairly new to the world of blogging and are learning so much along the way.  An example would be I have never combined documents into a collection on Google Docs.  I struggled a bit at first, but thanks to the lovely internet, I quickly found my answers and have a Daily Five collection to share with all of you.

We would love any advice from you all as far as ways to attract more followers as well as keeping the interest of our current ones.  We are here to share ideas and hopefully make teachers' lives a little easier.  We feel blogging is an amazing way to accomplish that.  I always tell people that there are so many wonderful ideas out there, we just need find them.  No use reinventing the wheel right?

Antoinette and EmilyK

We got 99 followers, are you one? (belated Daily5)

We got 99 followers, are you one? (a JayZ reference, or a Hugo reference, if you are into alternative music.)
We will be posting the freebie any day now!

We hope you had a chance to check out the PowerPoint summary of chapter 3.  

We have been reading along with

We have gotten a little behind, so we are planning to get caught up

Chapter 4: The Daily Five in Action

In this chapter, the Daily Five structure takes life through the component of Read to Self.  As the Sisters stated, "Having children read to themselves is the first step in Daily Five and is the foundation for creating independent readers and writers."

Antoinette here-  According to my Kindle we are officially halfway through this book.  I have really enjoyed all of the knowledge I have gained from my reading so far.  I am still attempting to condense my ramblings, so here's my best shot:

The chapter begins with more focus towards the gradual release of responsibility and the importance of repetition.  I completely agree with this model and attempt to practice it in my teaching.  When introducing a reading strategy, I begin by modeling my expectations for the students.  I show them how to do it verbally as well as possible ways to record these learnings in their journals.  One of my closing lines before I send the students off to practice independently is, "Today and throughout the year...".  By saying throughout the year, I am letting the students know this behavior will happen consistently.   I love the quote where the Sisters said, "We have found that this repetition is the key to success in helping students develop good literacy habits and independence."

I like that in the launching of Read to Self, the students are not only learning good reading behaviors but the ways to read a book.  I also like that when they are teaching the ways to read a book, they are also modeling the metacognitive process of thinking aloud about their reading and comprehension prior to even teaching it.  So often we think we can't talk about something until it's officially taught.  Why not expose them to it from the beginning?  Another part I really liked is that all of the charts include not just what the students will be doing, but what the teacher is doing as well.  I think this is great because like the Sisters said, "It lets the students know that both parties have jobs to do during this time.

So the part that I really like and am planning to encourage the teachers I am working with to do is the check-in piece where the students reflect on their own behaviors.  I also liked how they share successes as well as things that might have to change to do better in the next session.

So I think I'm on the path to being less long-winded.  This reflection seems shorter, or maybe it's wishful thinking. lol  I'm going to pass things on to Emily now.

Emily here!
I love Read to Self. 
My class this past year was AMAZING at Read to Self. 
I think the I charts are an essential piece to continuing the process through the school year. 
It is important that they know their job and mine, during that time.
I practice a little differently than the Sisters.
With older kids I say we will practice up to 5 minutes.
I use a timer to track our progress.  I know on the initial practices sometimes my students can't do 3 minutes.  Since the Sisters teach younger kids they just tell their students it was 3 minutes.  That doesn't work with older kids.  I think it's ok to inform them that we only made it 2 minutes.  I think it leads to better reflection.  Then I have the example/ non example demonstrations. 
My final thought is this quote from pg 57:
As Cris Tovani notes," Whenever an activity fails, it is because I haven't done enough modeling.  Modeling gives students words and ecamples to frame their thinking."

We hope you found our reflections beneficial.  We would love to hear from you all.  What are your thoughts on Read to Self?  Do you use this in your classroom?  If so, what does Read to Self look like in your classroom and what are some helpful tips you have for other readers?  Last, What does your room look like during Read to Self?  Do you let them choose where they want to sit?

Did we mention we are 1 follower away from a freebie?

Antoinette and EmilyK

100 Follower Freebie Sneak Preview!!

We are so excited to be only 6 followers away from 100.  As promised in an earlier post, we have a special 100 Follower Freebie.  We decided to give you all a sneak peak.  SO... get excited because here it is. :)

Daily Five: Read to Self

Our freebie will include many other Daily Five signs similar to this.  Thank you to all of our followers and continue to check back because this freebie will be coming soon! :)

Antoinette and EmilyK

Daily Five, a Power Point (freebie!), New Job

This week has been super busy for me, but wow has it flown by.  We are hoping to have our reflections posted for chapter 4, but aren't quite there yet!  They will be soon... PROMISE!


I stated in my reflections on chapter 3 that I was working on a PowerPoint in hopes to not be so long-winded on my blog. lol  Yes, I know, I still wrote a lot.  I just can't help it; I'm a talker. :)


Anyway...  I am finally posting the PowerPoint of chapter 3.  I hope you all like it and are able to use it.  Click the linked words above.  (This is Emily, interrupting a great post to say: I LOVE Google docs, and this really is a useful freebie!)

Today is a big day for me...  I have orientation for my Teaching and Learning Coach position.  I am excited and nervous, but I know it will all be just fine.  At least that's what Emily keeps telling me. lol :)

So I'm off to get ready!  Be looking for our reflections on Chapter 4 soon. :)

Antoinette

Daily Five, a Pinterest Find, and a Future Freebie!!!

Daily Five Summer Book study with...

WOW was chapter 3 packed with FABULOUS information!  We are loving this book as well as sharing the information and reflecting with other teachers.  We can't wait to hear other bloggers' ideas and suggestions.

Antoinette here... I've been joking with Emily about how long winded I can be and with all the information in this chapter, I fear the worse. lol  I decided to come up with a more concise way of sharing the information from this chapter with you; a power point.  Well, I've gotten as far as signals and I'm already at 19 slides. I'm outta control... I know. :)

So since a powerpoint will be coming soon, I'm going to shorten my ramblings to two strengths, one area for growth (although there are many more lol), and one LOVE.

Strength number one is my gathering area.  This is something I've had every single year I've taught.  It is an absolute must; even with the older kids.  I completely agree with The Sisters in that it limits the distractions, gives you close proximity to check in on the kiddos, and a wonderful place to share learnings.  My gathering area is always up front near the board.  It has never been anything fancy, but I love how a fellow teacher and friend had a rocking chair and organized little area for all of her supplies.  We had a routine where I would let the students know if I was reading to them, using the SmartBoard, or sharing.  Since I didn't have much space, the way they sat depended on which activity I was doing with them.  After much practice, this went pretty smoothly.

Strength number two is anchor charts.  I have also used anchor charts every year I've taught; some years more than others.  I have a love/hate relationship with them though.  I love using them to teach concepts and create a document to refer back to.  They are a powerful tool when created, displayed, and used properly.  The number of anchor charts that accumulate and hang throughout the year absolutely can drive me insane.  Lots, and lots, and lots of anchor charts hanging up throughout the room is not necessarily a good thing; at least that's what I think. lol  SO...  me and my Pinterest addiction that I have, has stumbled upon a fabulous idea. Take a picture of your anchor charts and put them into a binder.  If you click on the pic, it will take you to my pin and that will take you to a link that explains the binder in more detail.  ABSOLUTELY love it!

One area for growth would be the short intervals.  The thought is just too much for me.  3- 5 minutes depending on students behavior?  Seems somewhat insane to me, but after reading the section on it, it is making more sense.  It is something that I would definitely be willing to attempt in the future.  Along with that, is the quiet tone.  I am not much of a yeller, but boy can I give that evil teacher stare.  I know... I deserve a slap on the hand.  It is always an area that I try to work on.  As The Sisters said, we are works in progress. lol

My LOVE... I PICK.  I have always done some for choosing Just-Right books, but having a chart with an acronym like I PICK is a great idea.  I love that it includes purpose and interest... that's a duh moment for me.  I've always been an advocate for kids reading books they enjoy.  The only way they will ever enjoy reading is if they can choose books that interest them.  I just never thought to include it on a Just-Right chart. lol  

So... about trying to avoid being long winded... utter failure lol :)  Time to give the floor to Emily!

So Antoinette has been a busy beaver with this book club.  I have enjoyed reading her thoughts before typing my own.

I have done Daily 5 (in some form) for the past 2 years.  A fellow teacher in my grade level convinced me to try it with her, and this chapter always reminds me of her. 
I have not mastered it, though I have started to make it my own.
I LOVE Chapter 3.  Mainly because I LOVE routines.  They make life so much easier!

The gathering place is essential.  My first classroom was stuffed with kids and high school style desks, so I had no gathering space.  It was not ideal!  I am so glad now to have the option to get rid of any furniture (within reason) to make this possible.

The Shoe Lesson- (If you read the chapter this is related to good fit books.)
This is the point where I started to make Daily 5 my own, because the Shoe Lesson GROSSES ME OUT!  Can you say foot fungus?  (Yes I go bowling and wear the rented shoes, because they spray those down.)  I never have been a fan of exchanging clothes with friends, let alone that random kid sitting next to me!  
So I made it my own by finding an idea to use types of gloves! 
There are so many types: gardening, work, mittens, non-latex (nurse style), yellow cleaning, heat resistant gloves, golf...
It is a little reminiscent of the OJ trial, but they don't remember that!

Practice, Practice, Practice!
Having done this for 2 years, I chuckled a little at Antoinette's reaction to short periods of time. (I chuckled because she has always taught older kids, so we often talk about the difference a year or two makes.)  To be honest, for that ADHD kid in your classroom 3-5 minutes may be too long to start out. 
I like to start the kids out already with their book boxes, and I set a timer, so we can measure our stamina.  I prefer to stand along the side of the room or the back, so the kids can't tell I am watching as intently as I am.

The Signal
I prefer "1,2,3 Eyes on Me" or using a sound effect on my SMARTboard.
(To be honest, the chimes kind of drive me crazy after awhile.  This is probably sacrilegious to some of you!)

What are your strengths and areas for growth from Chapter 3 of the Daily Five?  We would love to hear your amazing ideas and any suggestions for areas of growth. :)

There are tons of signs on Pinterest for Daily Five and I PICK.  BUT... We'll let you in on a little secret...  We are working on a FREEBIE!!!  That's right...  we are approaching 100 followers and will be posting some super-cute signs to go with the Daily Five.

Antoinette and EmilyK

Daily 5 Book Study- Chapter 2

Thank you to those who commented on the Daily Five and chapter 1.  We look forward to hearing more comments as we continue the Summer Book Study with We Read, We Blog, We Teach

Chapter 2 is titled From "Management" to "Principled Habits": Foundation of the Daily Five
This title is so fitting because so often teachers get in the rut of more often managing the classrooms every day instead of teaching; ending each day tired and/or frustrated.  This chapter has wonderful insight on the importance of developing habits in a classroom so that the students basically run things on their own and teachers can actually teach.  A favorite part was when the two principals were observing the class and talking amongst themselves.  The little girl was distracted by their conversation and politely went over and asked them to take it outside so she can concentrate on her reading.  Hilarious!

Once again, Emily will be typing her reflections in purple and Antoinette will be typing her reflections in blue.

I feel this chapter is key to success in a classroom regardless of the structure you chose to use.  This is the meat and potatoes of Daily 5.  Stephanie, from Third Grade Thoughts, posted a video on the above mentioned book study, which would be a great resource to use with other teachers.

Building a community in a classroom where students and teacher both trust each other is essential.  I have always felt that if your students trust you and truly know you care about them, they are more likely to do the things you ask and less likely to go home and complain about you to your parents.  They understand that although you had to be stern with them, you do it because you care and want them to be successful.  Building a strong sense of trust and community also eliminates some of the feelings of not wanting to look "dumb" in front of their peers as well as allowing students to read books on their level without being teased if they are below level.  The students know the importance of reading books on their level, so they don't question each other as to why one book looks easier than another.  I agree with the Sisters that this needs to be explicitly taught as well as that it continues to be taught throughout the school year.  There are great books you can use to go along with this.  I always read "One Hundred Dresses" at the beginning of the year.  It is great way to show the students what could happen if we tease and bully.  "Enemy Pie" and "Chrysanthemum" are also great ones.

Choice is somewhat and aha moment for me.  My students have always been able to choose books based on their levels and interests as well as in other areas.  I never once thought to have them choose their schedule for Daily 5.  The part where the Sisters say "Students plan their days in our classrooms with a few important questions in mind..." stuck with me.  The students plan their day?  Not me?  I loved that part because it makes the learning more relevant to the students.  It teaches them to be responsible and organized.  There were a lot of quotes from the Choice chapter that struck me.  Two others were "Children love structure and routine." and the equation "Purpose + Choice = Motivation."  Wow, such powerful statements.

I completely agree with the importance of teaching the students why they are learning and doing things each day.  I always think back to high school and remember how much I despised history.  I remember thinking, "Why do we have to learn about dead people?"  I wish my teachers would have told me why because I can't even remember which "dead people" were boring me so much. lol  My love for history came from my father who taught me the impact history has on our lives today as well as what it could do to our future if we don't learn from our past mistakes.

Last, I loved the way the Sisters compared stamina to exercise and soccer.  Yet another great way to make learning more relevant to the students thus leading them to be more independent readers.

This chapter really makes me think.
What do I trust my kids to do?
In what ways could I trust children where I haven't before?
WHOA! 
If you were to make a list of things you do with your students in a day, would they show you trust the kids? 
(Now somethings I can't let go of, like class restroom breaks.  Sorry 2 Sisters, I just can't let that one go, blame it on a kid I had in my class during my 2nd year of teaching.)
p19 "Children love structure and routine."
     I admit I am terrible with maintaining a schedule.  I get going with a math group or reading group and the time just flies.  That is why the timer is my favorite teaching tool.  My students remind me to set it.  This year I have decided that can be something they just do.  (Do I really need to be the one to push the button?)
    As far as structure, when we were preparing for the state assessment this year, we abandoned some of our structure and my students HATED it.  They kept asking when we could go "back to normal."  That really proved how much they love indepence and schedule.
Choice is the area I really struggle with.  Mainly because of my principal's expectations. 
          The kids need to be doing Working with Words (Words Their Way) daily. 
          You must meet with your lowest readers daily.
          I only have 90 minutes for reading and writing.
          My IEP kids leave at various times.
(Real life moment, we don't get to chose certain things!)
         If my average kid gets to choose, that's great.   But often times I struggle with managing the above restrictions, and student choice is the thing that flies out the window.
Often I end up only doing 2 or 3 rotations a day.  This leads me to want to structure their time to ensure they get to write about reading (my version of work on writing) or that we have enoughcd players.

**Any tips or suggestions on how to deal with this?

The Sense of Urgency is essential.  They have to know why they need to learn things.  They need to commit to making themselves better readers.
When I started my journey with Daily 5, I had a really TOUGH group.  (People considered retiring after having this group!)
They need a sense of urgency.  They needed ownership of their learning. 
That year, I had a hard time maintaining this value.
The group I had this year was FABULOUS with this.  There were challenges every once in awhile, but overall they ROCKED!
The blessing in disguise is that I am getting that first group back.  Since I am moving up grade levels, I get the chance to try again. 

Thank you for checking out our blog and our reflections to the Daily 5.  We would love to hear any thoughts, questions, or concerns you all have.  The world of blogging is such an amazing communication tool to teachers all over.  We are life-long learners. :)

Antoinette & Emily

Daily 5 Book Study Intro Our Thoughts

We were so eager to participate in the Daily 5 Book Study through

We are both going to be writing on this post.
Emily's thoughts will be in purple.
Antoinette's thoughts will be in blue.

I was introduced to the Daily 5 through our district professional development classes. 
Our school was one of the few in the district still using the basal.  I was going into 3rd grade, and didn't want to use the basal anymore.  So the Daily 5 was a great gift to my teaching.
In the Introduction of the book I found these points to be meaningful:
-Because we had asked our students to do those "things" we certainly had to look at each one and at least mark on the paper. -pg4 
           I have thought this too many times!  I have to give them a grade, so I have to look at it.  The same boring answer a bunch of times, if you are using a basal.
-Yet the rest of the children in the class are working by themselves, completely independent.
           Yes please!  I was hooked after this sentence.  Independence is essential to owning your learning.


When I was a teacher in the Kansas City School District, we used reading and writing workshops.  You can imagine my surprise when I came to a new school which was still using the basal.  It was complete and utter torture!  I tried to keep up with the fast paced themes using a workbook which I felt dumbed down the curriculum.  I survived my first year and decided there was no way I was doing that another year. lol  The next year, I tried to incorporate some of the basal into a reading workshop style of teacher.  AND... there was no way I was using that workbook.  My third year, I ditched the basal all together.  That year, I too was introduced to the Daily 5 through a professional development class.  I had never read the book, but incorporated my own version of Daily 5 into my classroom.  I like the routine it created and how much easier it was to interact with a small group because everyone was busy working.  I've always been interested in reading the book thus was very excited when I stumbled upon the summer book study on Pinterest.


So here are my thoughts on the introduction:  I totally relate to the authors of Daily 5 when they discussed how they evolved as teachers; starting with worksheets and classroom management issues and then moving to Daily 5.  My evolution was different than theirs though as I started with workshops for the first six years, went to a more traditional style of teaching with tons of worksheets, and ended with workshops and my version of Daily 5.  My workshops in the past few years have been better managed as a result of using some components of Daily 5.


Two things really stuck with me from the introduction.  The first was when they talked about how at the end of the day they mentioned something wonderful that the students accomplished that day.  So this would be what I call one of my duh moments.  It is a routine that my students and I tell each other good bye each day.  I always say something like have a great evening or see you tomorrow, but I never thought of telling them something amazing they did.  What a great way to make each student feel special.  The second was that the students cycle through their choice of the Daily 5 component and they are responsible for ensuring they have accomplished a different component each period.  WOW!!! Scary yet fascinating at the same time!


We would love to hear your thoughts on the Daily 5.  Have you read the book?  Do you use this structure in your classroom?  Any helpful tips for us or other teachers?  We are so excited to hear from you. :)






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