The core elements of CAFE are the teacher notebook (who doesn't love to feel organized during reading instruction!), goal setting (a major part of all education initiatives that are coming up such as the learning goal stated for each lesson that you teach or goal for the week posted in your classroom in kid friendly terms for each topic), basing student groups on needs and not reading levels and whole group instruction based on needs of the majority of the class (again, another part of education initiatives which is ensuring that students are exposed to grade level material and standards before standardized testing and not differentiated too much).
The biggest area that I am struggling with right now is grouping students based on their skill deficit and not on reading level. I think that this is something that I struggle with because that is not the “Purdue Way” of teaching reading that was chiseled into my head during reading. But, this is why we are all taking part in this book club, to open our minds to new ways of teaching.
What are the areas that you are struggling with right now?
The Nitty-Gritty On The Daily 5: Part 1
ReplyDeleteI was off enjoying my summer, so I am a little behind in my postings. I am going to be making three posts because it will not accept the whole thing. I guess I wrote too much:)
The Daily 5, Debbie Diller’s literacy framework and literacy collaborative include the same components research says we need in order for students to become better readers and thinkers. (Maintaining fluency, text comprehension strategies, vocabulary development, phonemic awareness, phonics and scaffolded instruction) After reading the Daily 5, I believe it comes down to subtle differences in convictions. It is necessary to know what you value as a literacy teacher and why you value it. With that being said, it is important that research support what we value.
I have been asked the same three questions about The Daily 5 by several teachers over the past couple of years:
1.What do you think about moving back and forth between whole group instruction and small group/station work?
2.How do I manage students choosing their activity and is this the best way?
3.Will my students get bored with only five choices? (Primary) Do I need five choices for my kids? (Intermediate)
These three questions are valid, and asking questions like these can help you determine if what you are currently doing is best practice or if you should consider a change. First, it is important to understand the reason behind these three components that separate the Daily 5 from the other frameworks, and second, analyze your current framework by asking yourself some critical questions.
The Nitty-Gritty On The Daily 5: Part 2
ReplyDeleteQuestion one: What do you think about moving back and forth between whole group instruction and small group/independent work?
Research indicates that children learn best with small bursts of focused skill or concept instruction. As a general rule, a mini lesson should last anywhere from 5-15 minutes. Using the Daily 5 method allows the teacher to have three or four focused reading, word work and/or response to literature (in place of writing) mini lessons, rather than, what often becomes, a maxi-lesson at the beginning of the reading block.
Questions to ponder: Is the length of my instruction appropriate for my students? Is my instruction explicit and focused on one big five skill or concept at a time? If your answers are no, what can you do to change this? Could you try the Daily 5 way and see if it works for you? Could you modify it and have a mini-lesson at the beginning of your block and a second one at the end rather than three or four?
Question Two: How do I manage students choosing their activity and is this the best way?
Research tells us the brain likes choice. Choice helps motivate students, allows them to take ownership and can reduce discipline problems. The “check-in” should take one minute or less. If this is not your style, consider how to give your children choices in other ways, so they feel empowered.
Questions to ponder: Do I have a lot of discipline issues while my students are working independently? Are my students unmotivated to work during their independent work time? If your answers are yes, what can you do to change this? Could you try the Daily 5 way and see how it goes?
Question three: (Primary) Will my students get bored with only five choices? (Intermediate) Should I have all of these choices for my kids?
The amount of time students spend in independent reading is the best prediction of reading achievement and the amount of gain made by students between 2nd and 5th grade. This would help explain why so many KES students are below grade level in reading. During my first year teaching, I quickly learned children living in poverty rarely read at home. Many of them do not have a physical place to sit quietly and read, many come home to no adult supervision and many of them live in a chaotic noisy environment. The priority of reading and doing homework is overtaken by fulfilling basic needs. I am certain this is something none of us in this book study can relate to. School is a learning safe house for these children. Many of the children who attend KES live in poverty. Behind the security of our walls may be the only place or opportunity they may have to read. It is our ethical responsibility to provide them with a quiet, calm place to read and learn. (As you can see I have great passion for this.)
The five choices the Daily 5 provides are all reading choices. There is no “fluff”. This was the part of the Daily 5 I found to be the most appealing. The kids are engaged in independent reading most of the time.
As for the intermediate potion of this answer, no, I do not think you need five choices. As a matter of fact, read to self and respond to reading would be sufficient. Of course, there are students who may need buddy read or listen to reading, but not as a general rule.
Questions to ponder: When your students are working independently, are they reading most of the time? Is your classroom a place where you could read and learn? (I don’t know about you, but I need it quiet to read and get my work done.) If not, what can you do to change this?
As with any literacy framework, you must own it. You must constantly tweak and analyze what you are doing and monitor your results.
The bottom line is, if something you are doing is not working, change it. If you are not getting the results you expected form your students, change what you are doing. If you want to try Daily 5…..JUST DO IT!
The Great Divide!
ReplyDeleteLet’s be honest about things right from the get-go. The CAFÉ is where philosophical beliefs about small group reading instruction get heated. This is the great divide. It will be through our reading that we will have to shift our thinking from leveled guided reading groups to heterogeneous strategy groups. I have been pulling leveled guided reading groups since 1996. I have seen results with this method, but I am intrigued by the idea of pulling students based on areas of need. I am ready to open my mind to the possibility of changing the way I have thought about small group reading instruction all these years. BRING IT ON!