Saturday, July 7, 2012

The Daily 5: Chapter 4

Yikes! I have gotten myself so far behind. I apologize that yesterdays post went up 3!! Times, I was having serious blogger issues and I hope that doesn’t happen again today. My plan is to post about The Daily 5 today, In pictures and in Words tomorrow, and then I will share this week’s bucket list project along with next week's freebie on Monday because they go together!

So here we go….. The Daily 5: Chapter 4

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?
I think that if I follow the introduction lessons the way they are presented in the book, there is no reason we can’t start right away! That first introduction lesson followed by three minutes of read to self practice should be do-able the first or second week of school.
2) How will you make sure that each child views him/herself as a reader (whether they are reading words or not)?
Definitely when we teach the three ways to read a book hopefully the kids will latch on and realize that they already are readers, and that the things they are doing… looking at the words, “reading” the pictures, retelling the story in their own words are all ways to “read” a book and that they are all readers

 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"?  
To make it kinder friendly, the lessons need to be short, to the point, and FUN. We need to make sure we keep our kiddos attention and that they are actively engaged and building muscle memory in the correct behaviors. Practicing for short amount of times is so important because it allows all the children to feel successful. I loved how they said it was ok to stop early if you notice a child starting to get off track because they kids can’t tell time to know if the amount of time is really up or not. This way you can focus on the positive and not have to reprimand that child.

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?
I find that most kindergartners are already motivated to learn to read. They see us and other adults around them read all the time. Those that aren’t excited are usually the ones that are struggling. By providing simple texts we can help them feel successful and encouraged too. I created a pack of simple sight word readers that should help even my lowest students be successful during this time. They coordinate with a pocket chart set so we can also practice as a whole class, giving them further practice with the words before they are on their own.

 Another thing I love to do is bring in former students of mine from older grades. I tell the students that this is a former student of mine who used to sit just where they are sitting and that they tried their hardest and because a fabulous reader because of all their hard work! Then I let that child read the kids a story so they can see how hard work can really turn them into a proficient reader.

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"?
I think checking in is very important. However, this will be my only time to pull small groups so I think it will likely be limited to our wrap up after the block is done since I don’t have an assistant who can check in with the children during the block. It will be important in the wrap up to let the kids talk about what went well, and what they need to work on better. Hopefully with so much guided practice and carefully crafted “how-to” lessons they will be talking more about what went right!

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?
A few problems come to mind off the top of my head which are 1. Students not staying put and doing what they are supposed to. 2. Students not working quietly or bothering their neighbors and 3. Students finishing too quickly. And I actually think that all three of these problems are linked to practice and building stamina. The more we practice for short amount of times and let the children be successful, and then build stamina based upon that, the more the children are getting the correct behaviors ingrained upon them. This goes for just about anything in Kindergarten, but practice is key!! The more you put into it at the beginning, the less managing you will have to do all year long. 

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