Daily+5+Book+Club+Notes

__**Tuesday October 4th**__-- 5 things students must do everyday 1. Reading to self 2. Reading to someone 3. Listen to reading 4. Working on writing 5. Spelling/Word Work

Purpose + Choice = Motiviation

Getting started you need.... 1. Community 2. Sense of Urgency 3. Stamina 4. Trust 5. Choice 6. Stay out of the Way

Resources for printables for students--
 * printed books from @http://www.hubbardscupboard.org/printable_booklets.htmlor that I find on the internet, reader’s theater scripts, and scholastic newsletters that have stories. You can limit the number of actual books students have in their book box (a good rule is their age equals how many books they get) depending on the size of your classroom library.

__**Tuesday January 31st**__ --
 * Things to think about.... **
 * Please bring something pertaining to the __Daily Five__ to share. It may be a lesson you tried, an anchor chart, an organizational/teaching tool, an experience that you have had with your students, or a change in your philosophical approach to reading instruction.---**I brought along and shared my 'Connect 4' boards that I use with my students.**


 * Please use a Post It to mark an idea/quote in //Chapter 4// that you either found interesting, disagreeable, or an idea in which you had an “ah-ha” moment. **--Our current reading series doesn't get kids noses in books like it should.**

__ Chapter 4: Read to Self __ __ Chapter 5: Read to Someone __ __ Conclusion: Share your ideas __
 * Please use a Post It to mark an idea/quote in //Chapter 5// that you either found interesting, disagreeable, or an idea in which you had an “ah-ha” moment.
 * Notes from the meeting **
 * Each person in the group should share an idea/quote that they found interesting, disagreeable, or an idea in which they had an “ah-ha” moment.
 * Discuss the three ways to read a book.
 * What are your thoughts/concerns on behavior issues (p. 54)? Discuss pros and cons of giving up teacher control (such as no eye contact or no managing by proximity).
 * Why is it important to model both appropriate and inappropriate ways of literacy tasks?
 * Each person in the group should share an idea/quote that they found interesting, disagreeable, or an idea in which they had an “ah-ha” moment.
 * Define EEKK and describe what it looks like in your classroom.
 * Choose two people in the group to model “Check for Understanding” (pp.64-65).
 * Why is it important to refrain from reinforcing good behavior? What challenges might you face as a teacher?
 * Choose two people in the group to model: “I read, you read” and “Read a different book” (pp.68-69).
 * Choose two different people to model: “Being a Reading Coach” (pp.73-74).
 * Brainstorm a list of ideas and strategies for implementing “Listen to Reading” in your classroom. Keep in mind the resources we have in Hartford Jt. 1.
 * Share your ideas with your group.

Ending Discussion Questions-- Daily 5 Q&A **__Where/how does this fit into the series__**? Implement bits and parts **__Where can we “take” time from for more quality, face-in-a-book reading?__** **__How would this look in intervention?__** **__What can I use for Word Work?__** Spelling list words C Ca  Cat **__How can I foster more independent writing time?__**
 * __Tuesday February 14th__**
 * Doesn’t’ fit in series—different philosophy. What does admin want?
 * Read to self/someone can be done regardless of series
 * Word work can include high frequency words/spelling words
 * Combine series lessons to make time on other days for Daily 5/other activities
 * Be ok with change and be flexible
 * Collaborate with teams on ways to restructure daily lessons/activities
 * During guided reading/centers
 * Less teacher talk, more gradual release of responsibility/accountability
 * Right after recess, restructure reading block
 * In the morning while everyone is getting settled
 * Content areas
 * Allow for reading room for inside recess
 * Done with work
 * Omit something else
 * Read to someone, read to self
 * Listen to reading for 10 min as students assemble
 * Prioritize components to know which are critical
 * Students choose leveled books
 * Use Daily 5 language
 * During progress monitoring weeks
 * Buddy up with other classes/intervention groups for read to someone
 * High frequency words
 * Content area vocab words
 * Word wall words
 * Fun/fancy materials: wiki stix, smelly markers, magnets, stationary, bingo markers, shaving cream, salt, stampers, etc.
 * Word sorts, spelling patterns
 * Smartboard
 * Write the room (ie: find words that start/end with ‘b’)
 * Word pyramids
 * Word hunts
 * Configuration boxes
 * Find words in authentic text


 * Modeling different genres
 * Give them options to write
 * Keep kid-generated idea list in writing folder
 * Play soft music: when it’s on, you’re working
 * Give them the choice of independent work spaces
 * Mentor text
 * Writer’s workshop (individual student conferences)
 * Celebrate writing by sharing out/with others
 * Make class books & put in library
 * Allow them to write every day
 * Drop everything and write

**__How can I make this [Daily 5] work?__**
 * Start small and don’t worry about getting it all in at once. Be flexible
 * Model, model, model. I-charts/check-ins
 * Implement parts each week; don’t expect to do it all in one day
 * Support from admin
 * Support from grade level—all try one of the five to implement
 * Share successes & setbacks
 * Keep positive
 * Start at the beginning of the year, or Jan. for a fresh start
 * Ask those that have done it
 * Observe it being done