FOSTERING INDEPENDENCE WITH THE DAILY FIVE

1. Fostering Literacy Independence Presented by Angela Maiers

2. Teaching With Purpose How is what I am having children do today creating powerful readers, writers, and thinkers for tomorrow?

3. THE PATHWAY TOWARDS INDEPENDENCE Independence!! Guided Practice: Practice with my support Shared Instruction: “Shared” Comprehension Modeled Instruction: Direct, Explicit Instruction

4. Establishing a Gathering Place Gathering kids in front for instruction, releasing them back to share their thinking represents the steady flow that’s at the heart of effective teaching and learning Harvey and Godvous, Strategies that Work (p.31)

7. Modeled and Shared Instruction Time: Daily 10-15 minutes Focus: Comprehension! • Strategy Work • Genre and Author Awareness • Fluency • Word Solving in Context Whole Group

8. Early Reading Lessons • Early Print Concepts-Book Handling • Directionality • One to One Matching • Letter ID • Letter, Word, Sentence Awareness • Link of Sound/Symbol • High Frequency Words • Fluency • Phrasing • Reading Enjoyment • Reading Cues (M, S, V) • General Reading Behaviors

9. Large Group Makeover

10. Guided Practice Small Group

12. Independent Reading Reading Practice

14. Free Choice Reading Reading Center

15. Three Ways to Read to Self • Read and talk about the pictures • Read the Words 3. Retell a book you know

20. Independent Practice It is not enough to be busy, so are the ants. The question is: What are we busy about? Henry David Thoreau

21. Independent Practice What do we need them to get good at?

22. The Daily Five • You read to yourself • You read to/with someone else • You listen to reading • You write • You do word work

23. You Read To Yourself

25. I PICK I I choose a book P Purpose-Why do I want to read this? I Interest-Does it interest me? C Comprehend-Can I understand? K Know-I know most of the words

26. The Shoe Lesson (adapted from The Daily Five: p.31)

29. The Daily Five • You read to yourself • You read to/with someone else • You listen to reading • You write • You do word work

30. Read and Talk to Someone • Buddy Reading • Big Book Reading: “Say Something” • Dramatic Retelling • Story Sequencing • Read the Room

31. Buddy Reading Reading Center

32. Big Book Reading Reading Center

33. Dramatic Retellings Oral Language

34. Story Sequencing Oral Language

35. Read the Room Reading Center

36. The Daily Five • You read to yourself • You read to/with someone else • You listen to reading • You write • You do word work

39. Listen and Read You could… • Listen and Visualize/Sketch • Listen and Retell • Listen and Write • Listen with a Partner-”Say Something” • Listen and Respond • Listen and Act Out • Listen and Re-listen

40. Materials for Listening • Books on Tape (Fiction and Nonfiction) • Poems on Tape • Songs/Chants on Tape • Guest Speakers • Authors Reading • Surprise Voices • Individual Headphones • Response Materials

41. The Daily Five • You read to yourself • You read to/with someone else • You listen to reading • You write • You do word work

45. The Daily Five • You read to yourself • You read to/with someone else • You listen to reading • You write • You do word work

46. Word Work for Grades K-2 Learning the Letters Learning the Words Phonological Awareness TOGETHER: These lead to an understanding of the alphabetic principle ( the relationship between the letters and the sounds)

47. ENVIRONMENT MATTERS!!!

48. Learning the Letters • The letter name • The letter formation (physical movement) • The sound the letter represents • The sound the letter represents when it is located in a word with other letters • The features of a letter that make it different from every other letter • The direction that the letter must be turned in order to preserve the name(b,d,m,n,) • Some letters are doubled in words • Some letters appear often together • There are different types of letters(cap,lc, cons, vowel)

49. Writing center

50. Letter Sorting Activities Practice with Names Word Work Word Work Letter Play Word Work Overhead center