tag:blogger.com,1999:blog-39300500143046591592024-02-19T21:16:57.133-05:00That Literacy BlogA blog about teaching literacy in the primary gradesAnonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.comBlogger79125tag:blogger.com,1999:blog-3930050014304659159.post-55785394385156668492016-03-18T06:00:00.000-04:002016-03-18T06:00:01.876-04:00Amazing Ideas for Growing Readers and Writers K-2<div style="text-align: center;">
<b style="font-size: xx-large;"><span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4VZX_9hhNAEcO_L-o4NWjyN053W6fzsbpkTbcr0gR4FZ5F_FthNGrYIlg_Malr3dhbB33Xt3zI1G5vryyFNTAppEYbNVyi4HD-W_Ld8hJhkC_p03K7cnOzXdna80L7NunuL-Zn2OBdTeA/s1600/Blog+Post+Header.png" imageanchor="1"><img border="0" height="382" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4VZX_9hhNAEcO_L-o4NWjyN053W6fzsbpkTbcr0gR4FZ5F_FthNGrYIlg_Malr3dhbB33Xt3zI1G5vryyFNTAppEYbNVyi4HD-W_Ld8hJhkC_p03K7cnOzXdna80L7NunuL-Zn2OBdTeA/s640/Blog+Post+Header.png" width="640" /></a></span></b></div>
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<span style="font-size: x-large;"><b><span style="font-family: inherit;">Have Some Reluctant Writers in Your Classroom? </span></b></span></div>
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<b><span style="font-family: inherit;"><span style="font-size: large;"><span style="font-family: inherit;">Do your reluctant writers magically have to go to the bathroom each day when it's time to write, or are they the LAST ones to sit down to write because they just CANNOT think of a story topic? Look no further! I've got one of the most helpful mentor texts for you to use with your budding writers!</span></span><span style="font-family: inherit; font-size: x-large;"> </span></span></b><br />
<b style="text-align: left;"><span style="font-family: inherit;"><a href="http://www.amazon.com/Ralph-Tells-Story-Abby-Hanlon/dp/0761461809/ref=sr_1_1?s=books&ie=UTF8&qid=1457993073&sr=1-1&keywords=ralph+tells+a+story"><img border="0" height="291" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFtpdqlKrny8g_L1CMNQN7sYtlFPwneuTeqYfu-TEne-4MI28BzwONmZom2IG26H_iyptLi5IXtgpUJsa6szhPd6x1UmMTQj0-uV-wRzJ95Oa11LNleTNglfrKmOXLdBB_7TivSowNznJZ/s400/Screen+Shot+2016-03-09+at+9.27.41+PM.png" width="400" /></a></span></b></div>
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<b style="text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNDXQV6_lFKwYbsi9Ajz78fAPJ6hxYp6lj1jmgnwhSHL3-7rXJzkma5JvRaDpJM7RGbdXb8KdbQNBPTM8enQZnWojLHsZZLAmnazvHyek5QBKY2H2MjQ_LmUVbOaywha0RHCs7kvD7r289/s1600/Book+Summary.png" imageanchor="1" style="clear: left; font-weight: normal; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" height="117" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNDXQV6_lFKwYbsi9Ajz78fAPJ6hxYp6lj1jmgnwhSHL3-7rXJzkma5JvRaDpJM7RGbdXb8KdbQNBPTM8enQZnWojLHsZZLAmnazvHyek5QBKY2H2MjQ_LmUVbOaywha0RHCs7kvD7r289/s320/Book+Summary.png" width="320" /></a></b><br />
<span style="font-family: inherit;"><u><b>Ralph Tells a Story</b></u> by </span><a href="http://www.abbyhanlon.com/about/" style="font-family: inherit;">Abby Hanlon</a><span style="font-family: inherit;"><span style="font-family: inherit;"> (a first grade teacher and author of other awesome books) is a charming story about a little boy named Ralph, who NEVER knows what to write about. Each day, when it's time to write, he does everything EXCEPT write stories. If your students have done something to avoid writing, Ralph has done it too. He thinks he has absolutely NO stories to tell, until (with the help of his classmates), he realizes that stories can be about anything. As soon as Ralph discovers stories can be about ANYTHING, he writes all the time. </span></span></div>
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<span style="font-family: inherit;">This book works naturally to support a writing workshop approach, and it ties nicely into Lucy Calkins' <a href="http://www.heinemann.com/unitsofstudy/">Units of Study</a> (especially for grades K-2). Young children will quickly relate to Ralph, as they will realize that they too can write stories (even though they may think they can't). </span></div>
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<span style="font-family: inherit;">This text can be used at the beginning of the year as you launch writing workshop in your classroom, especially as you teach about writing personal narratives. I guarantee you will refer to it time and time again throughout the year, during writing workshop. When I was teaching first grade, I used it at the beginning of the year, referred to the book often during my mini-lessons, reread it as needed, and always had it prominently displayed. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQhHKXa3ri5ZPpLerXmQlWWvuN5UssOLVJKMWIn154SgSQuPGgE7o5tEo_ElIFgBxwHAtxzM_pwKoKD9vOtjo9-5zgM3HeWlRft8OTVUA_J8u4tNHPPSoI2ki0zf_Z89thnIAVjo7apvQM/s1600/How+to+Use+My+Resource.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-right: 1em; text-align: center;"><img border="0" height="117" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQhHKXa3ri5ZPpLerXmQlWWvuN5UssOLVJKMWIn154SgSQuPGgE7o5tEo_ElIFgBxwHAtxzM_pwKoKD9vOtjo9-5zgM3HeWlRft8OTVUA_J8u4tNHPPSoI2ki0zf_Z89thnIAVjo7apvQM/s320/How+to+Use+My+Resource.png" width="320" /></a></div>
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<b><span style="font-family: inherit;">FREEBIE #1-Idea Menu (*You can find both freebies at the bottom of my post.)</span></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNQ4xS5UPr80XV49BqBVPta_vSxyzj27_x24-jUQ6uIvcUzYaRUEvIAmuONOM7z3Yf-Jrmh9zMTgAxPwOMigkHGHQFyRA8UurmryFnIkAnFiLymdn3LUwb6Fbx4YGLiRynjos44Fe2o1u-/s1600/Screen+Shot+2016-03-10+at+8.56.58+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="244" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNQ4xS5UPr80XV49BqBVPta_vSxyzj27_x24-jUQ6uIvcUzYaRUEvIAmuONOM7z3Yf-Jrmh9zMTgAxPwOMigkHGHQFyRA8UurmryFnIkAnFiLymdn3LUwb6Fbx4YGLiRynjos44Fe2o1u-/s320/Screen+Shot+2016-03-10+at+8.56.58+PM.png" width="320" /></a></div>
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<span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;">A few years ago, I created a set of monthly writing prompt menus for my students to use during Daily 5 (Work on Writing). They used them often, and they helped provide age-appropriate writing ideas for them during this independent writing time. The writing prompt menus were</span></span></span><span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;"> helpful when students were ready to begin a new piece of writing (during independent writing time), as they didn't need to think of a brand-new idea (a selection of ideas was already on their idea menus). </span></span></span></div>
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<span style="font-family: inherit;"><span style="font-family: inherit;"><span style="font-family: inherit;">After seeing that success, I created the above idea menu for students to record and keep their ideas for writing workshop pieces, depending on the type of writing being taught. When using the above Idea Menu, a student can simply jot down/draw a sketch on the Idea Menu (when it's fresh in his/her mind) so it's not forgotten. This serves as a way to collect writing ideas. </span></span></span></div>
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<span style="font-family: inherit;">I suggest teaching students the purpose of and how to use the idea menus during several mini-lessons. As you all know, you will most likely have to review/reteach how to use the menu throughout the year to make sure students are using them (and using them appropriately). This idea menu would just be used for writing workshop so students are not confused during independent writing time. </span></div>
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<span style="font-family: inherit;">If you are interested in the monthly writing prompt menus discussed above, you can find them at my TPT Store here: </span><br />
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<a href="https://www.teacherspayteachers.com/Product/Writing-Prompt-Menus-Throughout-the-Year-772382" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="248" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgezaWyVLqfjRTmacDZUyFHvmsclWGoJWKhdGI2RB0CgKZVcISI7o4eDdWLTlm2pIkJrXHO6lx-C3iAg_AYlBtMyzMJV5ZmmkrZf1jtIMo51Lga-uZfg2-gVGE9YAhvEZGfU-Yj8kQ3LDxs/s320/Screen+Shot+2016-03-10+at+9.05.40+PM.png" width="320" /></a></div>
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<b><span style="font-family: inherit; font-size: medium;">FREEBIE #2-Touch, Tell, Sketch (and write) planner</span></b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJCTsHv1BDSfi8ITu_usQA9xw3fV49j1HIYSJFUkLAmzP9hdO92waIDxDwkdOzB98q0eBWPmzdbL2bmcmF-2unMggQawM6m9Wv0B77W1rOlniszT7iFJCPKeNEcSH9g1OxD45miFMY5Yj4/s1600/Screen+Shot+2016-03-14+at+6.01.59+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="243" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJCTsHv1BDSfi8ITu_usQA9xw3fV49j1HIYSJFUkLAmzP9hdO92waIDxDwkdOzB98q0eBWPmzdbL2bmcmF-2unMggQawM6m9Wv0B77W1rOlniszT7iFJCPKeNEcSH9g1OxD45miFMY5Yj4/s320/Screen+Shot+2016-03-14+at+6.01.59+PM.png" width="320" /></a></div>
<span style="font-family: inherit;">We all know children have wonderful stories to tell. But, we also know their great ideas are often forgotten from one day to the next. When a child chooses a topic for their next story, a great strategy to help plan the story is to use the "Think and Plan, Touch and Tell, Sketch and Write" strategy used in Calkins' Units of Study (see link above). This is a very helpful strategy that looks like this in a classroom:</span><br />
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<span style="font-family: inherit;">1. A child chooses a topic for the next story/piece of writing.</span><br />
<span style="font-family: inherit;">2. He/she thinks about the sequence of the story/piece of writing.</span><br />
<span style="font-family: inherit;">3. The child touches a paper to tell about each part of the story/piece of writing (in sequence)</span><br />
<span style="font-family: inherit;">3. A sketches are drawn in sequence so ideas are not forgotten</span><br />
<span style="font-family: inherit;">4. The child then uses the sketches as the plan for writing. </span><br />
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<span style="font-family: inherit;">The Touch, Tell, Sketch (and Write) Planner I created can be used for the "touch, tell and sketch" part of the planning process. Writers can then use the planner to write. There may be more boxes than necessary on the planner, but just teach your writers how to use it for their writing.</span><br />
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<span style="font-family: inherit;">You can get BOTH FREEBIES here:</span><br />
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<a href="https://www.teacherspayteachers.com/Product/Idea-Menu-and-Writing-Planner-for-K-2-Writing-Workshop-2439581"><img border="0" height="248" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGU3nmbrWxik7zCVYZXCjR3vWEwJLk6smXC7SH8xgugg78bja8jfBhnuLbVUIs6qKVuMyUVVp_HasIzUwiE9Tau0rLgGAno1XKz902SbA4rC2RN4iLH93ld6cTvwKTwGIon-nXhtQVQjep/s320/Screen+Shot+2016-03-10+at+8.47.46+PM.png" width="320" /></a></div>
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<span style="font-family: inherit;">Thank you for joining us today. My mystery word is <span style="color: blue;"><b>Relax</b>. </span></span><span style="font-family: inherit;">Print this chart out to collect mystery words from all the participating Reading Crew blogs (just click on the image below to grab the chart). You will need all mystery words in the hop (Primary or Upper Elementary) to enter the Amazon gift card giveaway (see Rafflecopter below)! </span><br />
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<a href="https://drive.google.com/file/d/0BzxV1mh_UJVVNHlCbi0tRWt5Rzg/view" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9dia99Bpw2Lc6Sv6J3iOiF-C-8CU-tFWosg6mJq75aE1Z0dCDt4BXtTuxEeHeKvrExChY_S2RPl6ddDJprvl8bw93GYNDXwIJ9Om88RPxexnsrlbNJqHYpAMTxOSAdbHIeNukjFxJApfu/s200/Screen+Shot+2016-03-14+at+5.30.45+AM.png" width="150" /></a></div>
<b><span style="font-family: inherit;"> </span></b><br />
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<a class="rcptr" data-raflid="126fbfdd83" data-template="" data-theme="classic" href="http://www.rafflecopter.com/rafl/display/126fbfdd83/" id="rcwidget_r14ict2h" rel="nofollow">a Rafflecopter giveaway</a>
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Interested in seeing what others have to offer? Check out the link up below to access the other amazing ideas for "Growing Readers and Writers K-2" here:<br />
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<a href="http://www.inlinkz.com/new/view.php?id=615037" rel="nofollow" title="click to view in an external page.">An InLinkz Link-up</a></div>
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<b><span style="font-family: inherit;">Happy Hopping! </span></b>
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<span style="font-family: inherit;">Jen</span><br />
To visit the posts for grades 3-5, check out the blogs below:<br />
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<a href="http://www.inlinkz.com/new/view.php?id=615039" rel="nofollow" title="click to view in an external page.">An InLinkz Link-up</a></div>
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Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com3tag:blogger.com,1999:blog-3930050014304659159.post-59270669334091574882015-09-02T21:14:00.001-04:002015-09-02T21:14:49.861-04:00Work Smarter: Tip #2I can't believe the 2nd week of school is almost over! This week, my own children started school so life has gone from crazy to absolutely nuts! I was never one to sugarcoat anything....teaching full-time and parenting is not for the faint of heart. As things are getting more stressful at work, life at home is no picnic either (get 3 boys out the door on time in the morning, come home, eat-thank God my husband cooks, run to football practice, home, baths/showers, bedtime for kids, about 3 minutes for my husband and me, schoolwork and off to bed). This is usually the time of year I begin to feel overwhelmed. But, this year, I made a promise to myself to be a healthier teacher/person (as discussed in previous posts).<br />
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<b>MY GOALS:</b><br />
Anyone who knows me knows I absolutely LOVE "The Sisters". They are so REAL, and they have such great, effective (simple) ideas for transforming your literacy block (and your students). Their work involves a lot of goal setting and checking-in with students. This is really a great way to set personal goals too. So, I'm using their style of goal setting/checking-in with my own personal goals. Let's see how I'm doing...<br />
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1. <b>Meditate at least 3 times per week</b>: I am doing well with this goal. There are some great mindfulness apps with guided meditations. I am up to about 5 minutes. During the meditations, I still need to refocus my thoughts A LOT, but I do find myself more mindful of my breathing and overall emotional state throughout the day. When I feel that cramped up feeling in my stomach, I remember to stop and go with it (instead of fighting it) then refocus my breathing. This has been very helpful.<br />
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2. <b>Exercise 4-5 times per week: </b>I'm doing well with this as well. Even though I'd like to exercise for a solid hour each of those days, I've come to accept that the 25 minute jog or walk I do is better than the 6 mile run I never do.<br />
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3. <b>Be a more active listener:</b> I am doing better, but I've caught myself cutting people off a few times since last week. At least I am more aware. I do have a problem though, when people talk way too much, and I just can't get a word in. It's usually when I interrupt.<br />
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Goals will remain the same until I've met one (or more) at least 3 times, consecutively (just like "the Sisters" would do with readers).<br />
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<b>Work Smarter, Not Harder: Tip #2:</b><br />
In an effort to be a healthier teacher, it is very important to be an effective teacher without spending SO much time on meaningless tasks. Here is one tip that has been a lifesaver:<br />
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<b>DO NOT GIVE STUDENTS WORKSHEETS FOR MORNING WORK!</b><br />
Here are my personal reasons why I do not suggest the use of morning worksheets (a.k.a. busywork until all students arrive):<br />
1. Your students who arrive late never get a chance to do it.<br />
2. Most likely, you will be greeting students or helping students with a skill they need practice with, therefore you will not be available to explain the worksheet/give assistance with it.<br />
3. You will have to make sure you have a worksheet EVERY morning (what a copying nightmare)!<br />
4. They will have to be corrected. Who wants to do that on top of everything else you have to do?<br />
5. They waste paper.<br />
6. They are probably not differentiated.<br />
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<b>WHAT TO DO INSTEAD?</b><br />
Try these differentiated, no teacher correcting required ideas for morning work:<br />
1. Have your students "shop" for new books (from the class library) for their reading boxes or bags.<br />
2. Students can independently read from their book boxes/bags.<br />
3. Students can read with a buddy.<br />
4. Math games: set out some previously learned math games for students to play.<br />
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When I taught 1st grade, I had my students do #s1-3 everyday. It made life so much easier, and it was a great transition to the new school day. It also allowed me to address any student needs, greet students, monitor students' book selections and even hold a reading conference with 1-2 students (lessening the amount I had to do later in the day).<br />
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What do you do for morning work? What are your personal goals to become a healthier teacher?<br />
<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com0tag:blogger.com,1999:blog-3930050014304659159.post-86302642698129119752015-08-26T22:05:00.000-04:002015-08-26T22:05:08.360-04:00Work Smarter: Tip #1Well, three days in and already I'm finding myself munching bowls of Doritos, cheddar cheese chunks and pretzels. This happens, not during the day, but as soon as I get home. All day long, I eat pretty healthy. I say "pretty" healthy because there was the occasional chocolate fest. But, that's over for now. I ate the last of the 20 pieces of chocolate I had in my desk drawer for "those" kind of days.<br />
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My goals for the week were the following:<br />
-meditate at least 3 times<br />
-exercise at least 4-5 times<br />
-be a more active listener<br />
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I'm doing great with the meditation (anyone can do this for 3 minutes....that's what I'm up to). I've been using guided meditations. I still have a million thoughts in my head at any given time, but for the time I meditate, and for about 10 minutes after, I feel very calm. This will be my biggest challenge.<br />
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The exercise is going well.<br />
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I still have work to do on the active listening. I did find myself biting my tongue several times, so I am becoming more aware of my habit of cutting people off.<br />
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I am a work in progress!<br />
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O.k., onto <b>Tip #1</b> for Working Smarter, Not Harder...<br />
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Create a Poetry/Song book with your students. This is a great way for your students to practice fluency while reading/singing meaningful, fun, "just-right" texts.<br />
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Here is a picture of the way I'm using them this year. It's no-frills (except for the book tape I used to tape the covers on). You may also choose to use a binder (I've included both sizes of covers and parent letters in the TPT file below). Every Friday, students glue/place the new poem/song in the book, they highlight anything they can read or what I tell them to find/highlight. I strongly suggest having your students use a yellow or orange crayon to highlight. Crayons are so much easier than using actual highlighters <strike>that young children are obsessed with and use so hard they make holes in the paper....then cry about the holes... totally defeats the purpose of using the dang things</strike>.<br />
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The poem "Getting Ready" is from the following book: </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBAHNxfnKmpgj-RUGB17rbfQGJjQusq3RUMBc7zir5AH2bqZbck-nyMlpCdQbVQqV4dW2Kge2zWzEJYEkWklgGtdY48xyuiCWrEMdJTrnOV9M9p0GynbU2sTunsTSYt9_MRVxBdDbhALUD/s1600/Screen+Shot+2015-08-26+at+8.47.07+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBAHNxfnKmpgj-RUGB17rbfQGJjQusq3RUMBc7zir5AH2bqZbck-nyMlpCdQbVQqV4dW2Kge2zWzEJYEkWklgGtdY48xyuiCWrEMdJTrnOV9M9p0GynbU2sTunsTSYt9_MRVxBdDbhALUD/s1600/Screen+Shot+2015-08-26+at+8.47.07+PM.png" /></a></div>
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It's one of my favorite resources for fun, first grade poems that are filled with sight words. You can find it at www.amazon.com</div>
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Click on the picture below to get your FREE TPT Poetry/Song Notebook covers, parent letter and a weekly plan for using it. You will LOVE using them!!! Such a timesaver!<br />
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<a href="https://www.teacherspayteachers.com/Product/PoetrySong-Book-Covers-and-Parent-Letter-2057631"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEie4SnwMgTtH-0x0Zs7cFueFV8KTa_kZZ_N-ehF6YyegiuBweeCkzJT14BPJb514jMmZELsDf_-a3c7_pV_rlRbkGi1WZmcOWwUpsqpjDq6RyvONYWpKSpQgERh5r3KJD_f7avymi3SYf-T/s320/Screen+Shot+2015-08-26+at+9.55.10+PM.png" width="248" /></a></div>
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Do you use Poetry/Song books with your class? How do you use them?<br />
<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com0tag:blogger.com,1999:blog-3930050014304659159.post-1815137457391417672015-08-23T09:52:00.000-04:002015-08-23T09:53:53.135-04:00Calm Down! Your Guide to a Great School YearAre you a newly hired teacher, or have you been teaching for years? In either case, I'm sure you are feeling that uneasy, churning belly feeling right about now. For me, a teacher who has been teaching for more years than I'd like to admit, that feeling is right here/right now. The first day of school is tomorrow.<br />
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This year, I am in a unique situation. I was given late notice (Thursday) that I am charged with helping a long-term first grade substitute get a classroom ready for Monday. I felt like I was in one of those nightmares that all teachers have...you know the one....you go into your classroom to get it ready, thinking you have all this time until school starts. Then, BAM! It's somehow the first day of school, and the pencils aren't even sharpened (let alone, you haven't even found the pencils yet). Yeah, well, I'm living that dream. Thanks to the support of super awesome colleagues, tomorrow will go off without the hitch (I just know it). This leads me to the topic of this post..."Calm Down".<br />
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At the beginning of every school year, I get into a positive mindset. I tell myself I'm not going to get sucked into negative thinking or drama. I will only think positive thoughts, blah, blah, blah. And, that works.....until the first day of inservice! Sound about right? Before I know it, I can't sleep at night, I'm constantly thinking about things out of my control, and everything starts to suffer. I get snappy at my friends and family members, as mentioned before I don't get enough sleep, exercise goes to the wayside, and it's just not good. Not this year! I am done with that. I recently turned 40, and I can't be so stressed anymore. So, I invite you on a journey with me this year to have a super, yet more relaxing/healthy year. A school year where we teach "smarter, not harder" (a quote that kept coming up at inservice). We need to quit the teacher shaming (click "<a href="https://www.scarymommy.com/mom-shaming/">mom shaming</a>" if you don't know what this is), help support each other and make time for ourselves. Sound like a dream? Not if there is a set goal and a plan to get there. Sounds like writing lesson plans, doesn't it? This teaching thing is very applicable to our lives, isn't it?<br />
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The Goal: Have a Healthy School Year (by healthy I mean less stress, more relaxing, cleaner eating, regular exercise, time for family/friends, time for me, working smarter/not harder).<br />
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The Plan: Set mini-goals each week. I will check in once a week (Wednesdays) to report how things are going and to set new mini-goals for the next week. That gives me accountability. You are welcome to join me on this journey too. I'd love to hear how you are doing on this journey. We can support and learn from each other.<br />
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Mini-Goals for the week:<br />
1. Meditate 3 times a week. I learned about meditation at a recent spa visit to <a href="http://www.thelodgeatwoodloch.com/">The Lodge at Woodlock</a>. It is an amazing practice used to calm the mind. At any given time, I have a million thoughts in my head. I have to start small with meditation (3 minutes). It really helps to push out negative thoughts. and create a sense of calm. Meditation has SO many benefits. You can read about some of them here: <a href="http://www.huffingtonpost.com/2014/09/19/meditation-benefits_n_5842870.html">Benefits of Meditation</a>. This will help me at home as well as at work. Check out this <a href="https://www.youtube.com/watch?v=WYlY0NUdoAw">self-guided meditation</a> for beginners. You can find many, many more on youtube. There are also many mindfulness apps for your phone.<br />
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2. Think before I speak/listen before I speak: This is something I have to get better at. I've been known to finish other people's sentences for them and to do things as other people are talking to me. I will consciously listen to others, and I will give myself wait time before speaking (just like I give it to my students).<br />
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3. I will exercise 4-5 times this week. This isn't so hard to do during the summer, but it gets tricky during the school year. Running around the neighborhood, taking a walk with a friend or with the family or completing a workout at home are some ways to do that. By the way, if you are looking for some great, free at-home workouts, check out <a href="http://fitnessblender.com/">FitnessBlender.com</a>.<br />
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If you are familiar with setting goals with your students, that's how this will work. Of course, you can set your own goals because we know everyone is different. In true <a href="https://www.thedailycafe.com/">Daily CAFE </a>style, once I hit my mini-goals consistently, I will set new ones. The former goals will still be in play, but the focus will change to other goals that will help move me forward. I swear, CAFE can be applied to anything!<br />
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In my effort to create regular blog posts and to keep my sanity, I will be posting once a week. Wednesday's posts will contain a brief update on my journey to becoming a healthier teacher (hopefully some of you will join me on this journey). I plan to also have a quick literacy-related teaching tip to help you teach smarter, not harder.<br />
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Check back on Wednesday!<br />
Have a great week!<br />
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<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com1tag:blogger.com,1999:blog-3930050014304659159.post-43010624311734590982015-06-23T22:05:00.000-04:002015-06-24T13:16:20.326-04:00Fun with Phonemic Awareness<div class="separator" style="clear: both; text-align: center;">
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<span style="font-size: x-large;"><span style="font-family: inherit;">This week's summer linky topic is "Fun with Phonemic Awareness and Phonics". Since I've found </span>there<span style="font-family: inherit;"> is a lot of confusion about what phonemic awareness is, I thought I'd write about that.</span></span><br />
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<span style="font-family: inherit; font-size: x-large;">So, what is phonemic awareness (PA) ?</span><br />
<span style="font-family: inherit; font-size: x-large;">Phonemic awareness is the umbrella term used to describe the ability to think about, identify and manipulate parts of words (phonemes, syllables, onsets/rimes). Also included is the ability to recognize and produce words that rhyme.</span><br />
<span style="font-family: inherit; font-size: x-large;">Phoneme and phonemic awareness are interchangeable terms.</span><br />
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<span style="font-family: inherit; font-size: x-large;">Why build children's PA skills?</span><br />
<span style="font-family: inherit; font-size: x-large;">PA predicts later outcomes in reading and spelling.</span><br />
<span style="font-family: inherit; font-size: x-large;">The majority of poor readers have some difficulty with PA and other phonological skills.</span><br />
<span style="font-family: inherit; font-size: x-large;">Instruction in PA is beneficial for beginning readers and spellers.</span><br />
<span style="font-family: inherit; font-size: x-large;">PA lays the foundation to oral language and vocabulary development.</span><br />
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<span style="font-size: x-large;"><span style="font-family: inherit;">Is </span>There a Sequence of PA Skills?</span><br />
<span style="font-size: x-large;">Here is a basic progression phonological skills in order from the most basic to the most advanced:</span><br />
<span style="font-size: x-large;">*Word awareness-tracking words in sentences, repeating a sentence, counting/clapping words in a a sentence, knowing first/last word</span><br />
<span style="font-size: x-large;">*Syllable awareness-counting, tapping, blending or segmenting a word into syllables</span><br />
<span style="font-size: x-large;">*Onset and rime manipulation-ability to produce a rhyming word depends on understanding that rhyming words often have the same rime (word part). An example of this is "bat" and "cat" both end with "-at" (that's the rime). Recognizing this is MUCH easier than producing a rhyme. </span><br />
<span style="font-size: x-large;">*Identify and match the initial sounds in words, then the final and medial sounds.</span><br />
<span style="font-size: x-large;">*Segment and produce the initial sound, then the final and medial sounds.</span><br />
<span style="font-size: x-large;">*Blend sounds into words.</span><br />
<span style="font-size: x-large;">*Segment the phonemes in two-or-three-sound words, moving to four-and five-sound words.</span><br />
<span style="font-size: x-large;">*Manipulate phonemes by deleting, adding or substituting sounds.</span><br />
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<span style="font-size: x-large;">What do all these have in common? Children are HEARING sounds/changes. They are not required to write words or see words in print. Once a letter is attached to a sound, it becomes PHONICS instruction.</span><br />
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<span style="font-size: x-large;">Too many times (in my early years of teaching, I was guilty as well), teachers skip over phonemic awareness skill building activities, thinking their students already know them. I can tell you, from lots of experience (and data collected from testing), phonemic awareness is an area of weakness for ALL of my Title I students (as well as among "average" students). </span><br />
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<span style="font-size: x-large;">Check out this site: </span><br />
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<span style="font-size: x-large;"><a href="http://www.readingrockets.org/article/why-phonological-awareness-important-reading-and-spelling"><img border="0" height="82" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnqnZga5iiMGgvToAheosG56oFqc7S2dZeTn3oz4XpT3hUktLWtdvW3vnLQLq8fyq8MS1oZoVuIcBvBcYzaVzXDvyATbC0m1Z6Bo_XZOOgqApIPuFosFp32prJhGH91x6tNKkQ_GpBLUj-/s320/Screen+Shot+2015-06-24+at+1.14.44+PM.png" width="320" /></a> </span></div>
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<span style="font-size: x-large;">It has SO much great information about young readers. The image above is directly linked to one of many informational articles on PA.</span></div>
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<span style="font-size: x-large;"><br /></span><span style="font-size: x-large;">Below, you can find FREE fun, super simple and effective ideas to try in your classroom to help build your students' phonemic awareness. Other than printing a copy for yourself, no other major prep work is needed.</span><br />
<span style="font-size: x-large;">Click here for FREE PA task cards: </span><br />
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<span style="font-size: x-large;"><a href="https://www.teacherspayteachers.com/Product/Phonemic-Awareness-Task-Cards-1920390"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHDGBoCmBQqx_EHDXckHVbe4EPu4j4hhWkZWfX3CHXsrHZoPMCTd00aFY5FppAqclJKhyTRbqa7LN2jLRISHWrbcJRp4psfkELit1eapHy629R3T_IsHfxtUHDcW7nnQ1ezfgeJf4vuXMj/s200/Screen+Shot+2015-06-23+at+10.02.12+PM.png" width="150" /></a></span></div>
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<span style="font-size: x-large;">Just print and use these cards to help you with on-the-spot PA activities to use with your students. They can be used anytime/anywhere (waiting in line, during morning meeting, etc.). Print on card stock and keep on a ring.</span><br />
<span style="font-size: x-large;">On each card, you will see the average age when students should acquire each skill. These are not hard and fast ages, only approximations. Students who are more advanced can definitely benefit from practice with easier PA skills, but a harder skill WILL frustrate a child who has weak PA skills. Choose carefully. Hope you enjoy! </span><br />
<span style="font-size: x-large;">Join the linky party below.</span><br />
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<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com1tag:blogger.com,1999:blog-3930050014304659159.post-87620315366848506092015-06-19T07:00:00.000-04:002015-06-19T07:23:32.482-04:00Summer Blog Party Kick Off Hop<div>
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<span style="font-size: large;"><span style="font-family: inherit;">Thanks for hopping by. We all know children can slide over the summer. And, I don't mean the fun kind of sliding. As teachers and parents, we want our children to retain (and even improve upon) what they've </span>learned in the past school year. Here, I have a fun tried and true way of boosting your child's reading fluency. I hope you learn a helpful tip today, and don't forget to click on the button at the end of the post to hop on over to the next post (with another tip plus a freebie). </span></div>
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<span style="color: blue; font-family: inherit; font-size: x-large;">Fluency Fun!!!</span></h2>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh64AySgcDetFkzTCfE2bp5qMvrCeWv-R5LKEDeuEgRbJgN4LYENeahy76zhvQvOUVK1jfRfCQFEOYDi3hsjNPzCOly1koSSPbcnQkLKHKlifkbcuPfE2Tng3EbrDMWsGgeTFCYew3fcsEG/s1600/rk8_boy12.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh64AySgcDetFkzTCfE2bp5qMvrCeWv-R5LKEDeuEgRbJgN4LYENeahy76zhvQvOUVK1jfRfCQFEOYDi3hsjNPzCOly1koSSPbcnQkLKHKlifkbcuPfE2Tng3EbrDMWsGgeTFCYew3fcsEG/s1600/rk8_boy12.png" /></a></div>
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<span style="font-size: large;"><span style="font-family: inherit;">Fluency plays a huge role in becoming an effective reader. It connects decoding to comprehension, and it has several components. According to Timothy Rasinki (a fluency guru), fluency includes automatically and accurately decoding words. This leads to greater comprehension. When children get bogged down with trying to decode words, their rate of reading slows down and they concentrate on decoding rather than </span>comprehending<span style="font-family: inherit;"> what is read. </span></span></div>
<span style="font-size: large;"><span style="font-family: inherit;">In addition, fluency includes reading in phrasing (or chunks), like we talk. Prosody should be used as well. This means the reader is using appropriate rate as well as expression. </span></span><br />
<span style="font-size: large;"><span style="font-family: inherit;">So, in a nutshell...</span></span><br />
<span style="font-size: large;"><span style="font-family: inherit;">Fluency=the ability to read with expression and meaning+accurate/quick decoding+appropriate rate/speed</span></span><br />
<span style="font-size: large;"><span style="font-family: inherit;">When a reader reads fluently, </span>comprehension can be greatly increased.</span><br />
<span style="font-size: large;">So, how do children become fluent readers? The answer is easy!</span><br />
<span style="font-size: large;">They need lots of practice reading easy texts with a high rate of repetition. Sound boring???? Not when you use poems and songs! </span><br />
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<span style="font-size: large;">I've used these for years, and my first graders would always beg to read/sing them. Here are a few ways you can use poems/songs in your classroom (or home) to build fluency, following a suggested schedule.</span><br />
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<li><span style="font-size: large;">Monday:Write a poem/song on large chart paper (or smartboard) and introduce it to your class. Read it to your class during morning meeting. Words can be circled/highlighted. </span></li>
<li><span style="font-size: large;">Tuesday: Display the poem/song again. Read it to your class. Then, use choral reading (everyone reads) to reread it. Find/highlight various sight words.</span></li>
<li><span style="font-size: large;">Wednedsay: Read the poem again. Use any of the following ideas (sing it, chant it, exercise to it, make up a slap/clap rhythm while reading, use different voices to read circled/highlighted words, etc.).</span></li>
<li><span style="font-size: large;">Thursday: Students receive their own copy of the song/poem to place in their poetry/song folder or book. This collection will grow throughout the year and become a great fluency resource they will use time and time again! </span></li>
<li><span style="font-size: large;">Friday: Fluency Fun-students are partnered up to reread the week's poem/song. They practice it many ways (as the class practiced during the week). They may also choose to reread some favorites after practicing the week's poem/song. Call on a few partners to present the song/poem to the class. Some may exercise to it, chant it, use a monster or opera voice while reading/singing it.</span></li>
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<span style="font-size: large;">Other ideas include:</span></div>
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<li><span style="font-size: large;">Make a poetry/song packet. Present a few themed songs/poems to students in stapled packets. Introduce/read one each day. Students keep these in their independent reading boxes or bags. These, and the other books in students' reading bags/boxes easily replace those morning worksheets. <span style="color: red;">You will thank me a million times over when you do not have to deal with preparing/checking them anymore! </span></span></li>
<li><span style="font-size: large;">Use the poetry packets or folders in place of morning work. There is nothing to check and the students LOVE this (while building fluency).</span></li>
<li><span style="font-size: large;">When students finish early, they get their poems/songs.</span></li>
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<span style="font-size: large;">I've included a camping-themed song packet for your to use with your child/class. Just click on the link below to get this FREE resource. Enjoy! </span><br />
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<a href="https://www.teacherspayteachers.com/Product/Building-Fluency-with-Summer-Camp-Songs-1908916"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSXhYOlXnB7L0TMyQyivSyeEdzOq8oGmdpudd4huDGV9R_ilc6wX8VbMP1Hat_ski_zhzakXDaaI0ZzfF9-432mX8CXUEaVsAWL0bPly3KSAUXl5oXEJqEDh4KwszpjS1Vn427s4bi_Ncl/s200/Screen+Shot+2015-06-16+at+2.24.23+PM.png" width="154" /></a></div>
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<span style="font-size: large;">Don't forget to click on Erin's wonderful blog at Mrs. Beer's Language Arts Class below to continue to the next stop on the blog hop. </span><br />
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<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com6tag:blogger.com,1999:blog-3930050014304659159.post-82478954566926532412015-06-15T21:35:00.001-04:002015-06-15T21:35:22.590-04:00Change is VERY Good!<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB4nOZ2UI0tF0mMRrdSbMREpHc_EGlhTXlLKYLwUcfT1Tf7RQKsWMIehBP2llsTltDcgurr3Gj9V8dkrkTqhPawNUIM1rTee7PPx0oWj0lvB8k7mtZ6LIqPStesSvwrhmAKlyLXvpdZemw/s1600/Screen+Shot+2014-10-19+at+8.59.55+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgB4nOZ2UI0tF0mMRrdSbMREpHc_EGlhTXlLKYLwUcfT1Tf7RQKsWMIehBP2llsTltDcgurr3Gj9V8dkrkTqhPawNUIM1rTee7PPx0oWj0lvB8k7mtZ6LIqPStesSvwrhmAKlyLXvpdZemw/s1600/Screen+Shot+2014-10-19+at+8.59.55+AM.png" width="316" /></a></div>
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<span style="font-family: inherit; font-size: x-large;">Change Is Good! Last school year, I accepted a reading specialist position in the same school where I taught first grade for the past 13 years. I wanted this position for quite some time, but I have to admit I was a bit apprehensive about interviewing for it. My inner voice went crazy with "what ifs", but I went for the position anyway. </span><br />
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<span style="font-size: x-large;"><span style="font-family: inherit;">I just finished up my </span>first year as a reading specialist, and I am SO glad I made the change. Every day has been (and continues to be a new adventure), but I love it. So, if you are contemplating a change, don't be afraid! </span><br />
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<span style="font-size: x-large;">Other than that major life change, some minor changes happened as well. The blog name changed to "That Literacy Blog". I also joined a literacy group called "The Reading Crew", and I decided to begin blogging again, beginning with a Summer Kick-off Blog Hop that will begin on June 19th and will last until June 21st. So, be sure to follow the link at the end of this post to visit another literacy-centered blog with great tips to prevent summer slide. You will then hop to more literacy blogs, each with great tips to prevent summer slide, a chance to win a $25 TPT gift certificate and many FREE literacy resources! Be sure to check back and join the hop.</span><br />
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<span style="font-size: x-large;"><br /></span>Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com0tag:blogger.com,1999:blog-3930050014304659159.post-33551509866801942732014-08-10T08:06:00.000-04:002014-08-10T08:06:33.998-04:00Back-to-School Blog Hop (Tips and Tricks)<div class="separator" style="clear: both; text-align: left;">
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<span style="font-family: inherit; font-size: large;">I am so excited to join my PA blogger buddies in hosting <i>Tips and Tools for Back-to-School. </i></span></div>
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<span style="font-family: inherit; font-size: large;">If you are anything like me, you're probably feeling just a little anxious that summer is ending and school is just around the corner. It seems like August just ticks away so quickly. To help you with your back to school preparations, we each have a tip to share and a tool for you to use when you return to your classroom.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_S6_0C6RAG3Dv8F62p66Qr8gYB55RVNejPfqWr-ioES0aHN3DfcOLGb7uxc2V1FtEYg05wgpn49rFF2xWiygXNJPH9rLC5sbjVZuGgkttnixhTaj44LRbOOtVYzz3jP3YC9tQJe274nk/s1600/Screen+Shot+2014-07-31+at+2.24.05+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_S6_0C6RAG3Dv8F62p66Qr8gYB55RVNejPfqWr-ioES0aHN3DfcOLGb7uxc2V1FtEYg05wgpn49rFF2xWiygXNJPH9rLC5sbjVZuGgkttnixhTaj44LRbOOtVYzz3jP3YC9tQJe274nk/s1600/Screen+Shot+2014-07-31+at+2.24.05+PM.png" height="320" width="310" /></span></a></div>
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Keep Things Simple (and Keep your Sanity)! </span></h2>
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<span style="font-size: large;"> We've all been there...keeping and maintaining the dreaded (at least IMHO) classroom job chart. I'm busy with 3 kids of my own, and I have a life outside my classroom. So, I'm constantly refining my teaching methods and classroom decisions to make sure things are kept simple, yet very effective. And, simple my friend, does NOT include keeping and maintaining a classroom job chart. Instead, use a Kid of the Week!</span><br />
<span style="font-size: large;"><br /></span><span style="font-size: large;">Yes, the Kid of the Week is the answer!</span><br />
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<span style="font-size: large;">Tear down those job charts because you will NEVER need one again! I've been using a Kid of the Week for the past 10 years, and I am NEVER going back to job charts. Here's how it works (so simple)!</span><br />
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<span style="font-size: large;">The first week of school, I do all the jobs (Pledge Leader, Calendar Helper, Morning Message, Trash Collector, Line Leader, etc.). As I do each job, I tell the students everyone will get 2 chances to be Kid of the Week during the school year. I explain that it is a very big responsibility, that the Kid of Week helps me with EVERYTHING all week long! When the 2nd week of school rolls around, I assign the first Kid of the Week (I use number order-so the student who is assigned #1). The following week, the previous Kid of the Week becomes "Second in Command" (helping when needed-for example, walking with the current Kid of the Week to the office). The student who is assigned #2 becomes the next Kid of the Week. Each week, there will be a new Kid of the Week (and the previous Kid of the Week becomes "Second in Command".</span><br />
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<span style="font-size: large;">Pretty soon, your students will catch on to the predictability of the order (and the jobs they will do). As the year progresses, you will notice the Kid of Week preparing the calendar for the next day and doing many of the jobs without reminders. It is so awesome to see the students take ownership of their jobs and their classroom. Students look SO forward to being Kid of the Week. </span><br />
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<span style="font-size: large;">See? Simple, yet very effective! </span></div>
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All About Me & Show and Tell</h2>
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<span style="font-family: inherit;">My tool for you is a set of two Kid of the Week bonus projects. My students (and their families) absolutely LOVED these, and I did too (and they are great for building both oral/written language skills and listening skills)! These activities are also another great way to build community within your classroom. Every Monday (or beginning of week), I sent home the "All About Me" project with the Kid of the Week. In addition to the "All About Me" paper, I sent home a blank piece of construction paper for </span>the<span style="font-family: inherit;"> scrapbook page mentioned in the parent letter (construction paper=FREE). I used to buy a variety of actual </span>scrap paper until I ran out and forgot to get more. I then started to use construction paper because #1-it's free and #2-it's simple (and believe it or not, I got some of the most decorated pieces of construction paper returned with photos, decorations, etc.).</div>
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Once all students had an opportunity to be Kid of the Week (and complete their "All About Me" project), the project changed to "Show and Tell" (also included in the freebie below). Toward the end of the year, you may find you have to double up (i.e. assign two kids for Kid((s)) of the Week) to make sure all students had two opportunities to be Kid of the Week. </div>
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Click on the image below to grab this product for FREE!</div>
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<a href="http://www.teacherspayteachers.com/Product/All-About-Me-Show-and-Tell-1382158"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDzuxt1_bgDppBhMJCSYRA3PuCJ86Zog1YzMPSQdAdTH7jjOAq4kfjK_FKjGvo3lSB2UnTAKVxmQfYZGCBzhokSDeCUTlgbHSNTre2et-Ybzmk8S3tH5oLoPp75KYlEzGDWJaVmjJNNQ53/s1600/Screen+Shot+2014-08-09+at+7.37.06+AM.png" height="320" width="265" /></a></div>
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<span style="font-family: inherit;">Thank you for stopping by my blog today! I hope that you enjoy the freebie. </span><span style="font-family: inherit;">If you would like to be the first to know about new posts, giveaways, and blog hops follow me on Bloglovin' by clicking the image below.</span><br />
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<span style="font-family: inherit;"> Don't stop reading here! We have more tips and tools for you. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkxO5zPiin3tWrPZLamwk-3YRTVh9-GFdrs94r9PDDB_jVekgkXID5n0kTXM7HasvF40f0hJpy0QxsgQKnW6VKvRieEExjtiWI9hipFAcSnROLcyWazR74hJZom6-hgkxrhMLveLqzM2I/s1600/Screen+Shot+2014-08-01+at+7.01.29+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhkxO5zPiin3tWrPZLamwk-3YRTVh9-GFdrs94r9PDDB_jVekgkXID5n0kTXM7HasvF40f0hJpy0QxsgQKnW6VKvRieEExjtiWI9hipFAcSnROLcyWazR74hJZom6-hgkxrhMLveLqzM2I/s1600/Screen+Shot+2014-08-01+at+7.01.29+PM.png" height="320" width="307" /></span></a></div>
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Just follow the link below and visit <span style="font-family: inherit;">my blogging buddy Catherine at <a href="http://abc123is4me.blogspot.com/">ABC 123 is 4me</a>!</span><br />
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Have fun hopping!</span><br />
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<span style="font-size: x-small;">Graphics and fonts used in this post were courtesy of <a href="http://imlovinlit.blogspot.com/" target="_blank">I'm Lovin' Lit</a>, <a href="http://melonheadzillustrating.blogspot.com/" target="_blank">Melonheadz,</a> and <a href="http://www.teacherspayteachers.com/Store/Kimberly-Geswein-Fonts" target="_blank">KG Fonts</a>. Check them out!</span></div>
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Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com5tag:blogger.com,1999:blog-3930050014304659159.post-61194900895199824192014-08-06T22:16:00.001-04:002014-08-06T22:16:19.909-04:00The Daily 5 Online Book Club-Chapter 8-The Math Daily 3 Plus a Bonus Flash Freebie! <span style="font-size: large;"><span style="font-family: inherit;">I'm back! I really, really enjoyed my summer! I took a break from blogging and TPT making to enjoy </span>every minute with my 3 boys. </span><br />
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<span style="font-size: large;">The Math Daily 3 is the last chapter to discuss in this book club, so let's get on with it, shall we? </span><br />
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<span style="font-size: large;">If you are impatient and want to see the freebie now, look no further! </span><br />
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<span style="font-size: large;">** There is a great Flash Freebie perfect for Math Daily 3 in my TPT store. You can snag for a very limited time by clicking here: </span><span style="color: red; font-size: x-large;"><b><a href="http://www.teacherspayteachers.com/Product/Math-Writing-Prompt-Menus-First-Grade-1377961">FLASH FREEBIE</a></b></span><br />
<span style="font-size: x-large;">Please leave only positive feedback or no feedback-it's free for crying out loud :)!</span><br />
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<span style="font-size: large;">One great new feature about this edition of <u>The Daily 5</u> is Chapter 8, "The Math Daily 3". Like Boushy and Moser, by using the 10 Steps to Teaching and Learning Independence, I noticed they worked so well in areas outside of the literacy block. The steps worked well with teaching classroom routines, with learning how to use our science kits...you get the picture. I knew they could somehow be applied to math, but I was not sure how...until NOW! </span><br />
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<span style="font-size: large;">A few years ago, my district adopted the Everyday Math program. The first year we implemented it, we had to do basically everything. It was such a struggle!!! As a person who does not LOVE math (I like it, but am not in love with it like I am with literacy), I began to dread teaching it. I knew there had to be some way to make it a bit less "whole group" (or the "spray and pray" method as Boushey and Moser like to call it-LOVE this) and more small group/independent work with "math conferences" weaved in (sort of like reading workshop). </span><br />
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<span style="font-size: large;">A few years ago, I noticed information on thedailycafe site about Math Daily 5. I read it, thought about it, tried some of it, and with EDM, I put it on the back burner so to speak. Math Daily 5 evolved to become Math Daily 3, and it is described and discussed in great length in Chapter 8. </span><br />
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<span style="font-size: large;">Math Daily 3 is NOT used to teach specific content (your district/school mandates what it to be taught). This structure, however, provides your students with math tasks and activities that help them learn the math content they need to learn while you work with small groups and individuals, providing them with the practice or enrichment they need. </span><br />
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<span style="font-size: large;">The Math Daily 3 includes:</span><br />
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<span style="font-size: large;">Math by Myself</span><br />
<span style="font-size: large;">Math Writing</span><br />
<span style="font-size: large;">Math with Someone </span><br />
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<span style="font-size: large;">The structure of Math Daily 3 is very similar to the structure of the Daily 5. When I started Math Daily 3 later in the year, it was so easy because my students already had the basic expectations and structure in their background knowledge from learning and participating in the Daily 5. I love the consistency of the structure for both! </span><br />
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<span style="font-size: large;">It is suggested that, in the primary grades, there should be 3-4 math focus lessons with 20-30 minutes of students independently working and the teacher leading small groups/conferencing. I only had one hour each day to teach math, so I had to tweak it so it would work best for my students and me. This is what I did, and it worked VERY well:</span><br />
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<span style="font-size: large;">5 minutes whole group lesson-active review-EDM</span><br />
<span style="font-size: large;">10-15 minutes whole group lesson-EDM</span><br />
<span style="font-size: large;">20-30 minutes students working independently/I held small groups/math conferences</span><br />
<span style="font-size: large;">*My students used the EDM games for Math with Someone and Math by Myself. They also used the EDM games on the computer.</span><br />
<span style="font-size: large;">5 minutes-Math Daily 3 debriefing, lesson review</span><br />
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<span style="font-size: large;">The best part of Math Daily 3 is you can easily incorporate what you already do into each of the 3 math dailies (as mentioned above). </span><br />
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<span style="font-size: large;">So, have you tried Math Daily 3? Did you have to tweak it like I did? What are your thoughts? </span><br />
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<span style="color: red; font-family: inherit; font-size: x-large;"><a href="http://www.teacherspayteachers.com/Product/Math-Writing-Prompt-Menus-First-Grade-1377961">FLASH FREEBIE</a></span><span style="font-family: inherit; font-size: large;"> time....</span><br />
<span style="font-size: large;"><span style="font-family: inherit;">For Math with Writing, I used monthly Math Writing Prompt Menus (much like my Monthly Writing Prompt Menus I created and use for Independent Writing in the </span>Daily<span style="font-family: inherit;"> 5). I am offering the set of Math Writing Prompt menus for FREE for a very limited time. They come with a blank set as well so you can make them how you would like. </span>They<span style="font-family: inherit;"> are geared for first grade, but like I said, you can create your own set on the blank ones. Enjoy!</span></span><br />
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<span style="font-size: large;"><span style="font-family: inherit;">Thank you so </span>much<span style="font-family: inherit;"> for </span>participating<span style="font-family: inherit;"> in my book club! Whether you participated silently or replied, I hope you got something out of it that can help you in some way this school year. </span></span><br />
<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com1tag:blogger.com,1999:blog-3930050014304659159.post-30416078912273731112014-06-29T18:43:00.000-04:002014-06-29T18:43:31.998-04:00The Daily 5, Second Edition Online Book Club-Chapter 7 (Part 2)-Check-In and Beyond<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: inherit; font-size: large;">I'm about ready to begin my 3rd week of summer vacation, and wow have we been busy. But, it's a great busy....family and friends kind of busy (not lesson planning busy). I'll take this kind of busy anytime! </span><br />
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<span style="font-family: inherit; font-size: large;">I'm contemplating what professional book to get and read next. I have a few ideas, but if anyone has any suggestions, I'd love to hear them! </span><br />
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<span style="font-family: inherit; font-size: large;">O.k., back to business...here is the 2nd part of Chapter 7. </span><br />
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<span style="font-family: inherit; font-size: large;">The topic of "checking-in" is once again discussed in this chapter, but there is a new spin put on it. Once students built stamina and independence, the purpose of a check-in changes. The purpose is no longer on behavior (but if needed, it can always be shifted back to that for a check-in or two). Instead, the purpose now focuses on what the students are going to do. Before beginning each round of Daily 5, students are gathered for a check-in. Before being released into their next round, each student must make a choice (as to what Daily he/she will go to) and be able to tell what he/she plans to work on at that Daily. Students' choices are recorded on a simple form. It is also at this time when I'll tell students who I will be meeting with (for guided reading or for reading conferences). Their default Daily is almost always Read to Self. </span><br />
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<span style="font-family: inherit; font-size: large;">As stated in the book, students do take making their choices and stating their goals/purpose very seriously. I take this one step further. At the end of each round of Daily 5, when students just sat down to gather, I have them do any one of the following:</span><br />
<span style="font-family: inherit; font-size: large;">*Turn to learning partner (elbow buddy, etc.), and tell that person what you did (what you are proud of).</span><br />
<span style="font-family: inherit; font-size: large;">*Turn to learning partner (elbow buddy, etc.), and share writing that was done during that round.</span><br />
<span style="font-family: inherit; font-size: large;">*I read writing, completed by students, to the class. We comment on it. Wow-does this hold them accountable!!!</span><br />
<span style="font-family: inherit; font-size: large;">*I tell students to hold writing up so I can see it. </span><br />
<span style="font-family: inherit; font-size: large;">*I randomly pick a few names on popsicle sticks and ask those students specific ?s about what they did/what they worked on. Or, I'll tell those students to tell the class what they just did (what book they read, what reading strategy they worked on, etc.). </span><br />
<span style="font-family: inherit; font-size: large;">I can't tell you how powerful check-in can be, and it only takes a few minutes. </span><br />
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<span style="font-family: inherit; font-size: large;">The remaining sections of this chapter give some additional reasons why Read to Someone, Listen to Reading and Word Work are powerful. Suggestions for each of these are also discussed. </span><br />
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<span style="font-family: inherit;"><u><span style="font-size: x-large;">Read to Someone</span></u><span style="font-size: large;">:</span></span><br />
<span style="font-family: inherit; font-size: large;">This particular Daily can get a bit noisy and be frustrating to some teachers. First, keep in mind the many benefits of this Daily. Some of these include increased fluency, motivation to read, the number of texts read and a non-threatening setting to practice reading skills/strategies. </span><br />
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<span style="font-family: inherit; font-size: large;">Here are some tips to make Read to Someone work for you and your students:</span><br />
<span style="font-family: inherit; font-size: large;">*Use the 10 Steps to Independence to introduce and teach your students how to Read to Someone</span><br />
<span style="font-family: inherit; font-size: large;">*Repeat the steps until you are sure your students have acquired independence and stamina. It is far easier to take the extra time to do this at the beginning of the year than to rush through the steps and find your students still don't know how to properly Read to Someone when you are well into the school year. Due to the fact that this Daily 5 choice takes a long time to get up and running, it is suggested that it should be introduced last.</span><br />
<span style="font-family: inherit; font-size: large;">*Limit the number of students who choose Read to Someone. You know your students. Some rounds, I allowed 6 students to choose. Some rounds, I only allowed 4 to choose (they were the louder ones). That worked very well. </span><br />
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<span style="font-family: inherit; font-size: x-large;"><u>Listen to Reading:</u></span><br />
<span style="font-family: inherit; font-size: large;">Listen to Reading offers many of the same benefits as Read to Someone and Read to Self. Students are naturally motivated to use technology as long as it's developmentally appropriate and they know its specific purpose. </span><br />
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<span style="font-family: inherit; font-size: large;">*It may be necessary to assign a few of your "tech savvy" students a helper role for Listen to Reading. </span><br />
<span style="font-family: inherit; font-size: large;">*If we all worked in classrooms where every student had his/her own iPad, wouldn't things be easier? We all know we don't all have that luxury (or at least I don't). So, you will need to get creative. Storia (ebooks by Scholastic) works well on netbooks/tablets. CD players (and, dare I say...tape players) also work! Various free websites work as well. Talk to your colleagues about what they use for listening. </span><br />
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<span style="font-family: inherit; font-size: x-large;"><u>Word Work: </u></span><br />
<span style="font-family: inherit; font-size: large;">Again, the benefits are plenty for Word Work. Some of the many benefits include practice with vocabulary and spelling for all students. This Daily 5 choice is so easy to differentiate for your students. I use the suggested list of materials and tie it into our Words Their Way instruction. Each of my three word study groups has a different word list (kept in one of 3 labeled containers). I noticed my students need more practice with their word sorts/lists and were not getting a ton of at-home practice, so that is why I decided to set my Word Work station up to focus on Words Their Way. It made a huge difference in students' acquisition of spelling skills. If you are having difficulty thinking of what to include at this station, keep in mind these 2 simple things:</span><br />
<span style="font-family: inherit; font-size: large;">*What do your students need (in terms of word work practice)?</span><br />
<span style="font-family: inherit; font-size: large;">*How can you keep it simple (in terms of materials used), yet effective (think of targeted word lists used)?</span><br />
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<span style="font-size: large;"><span style="font-family: inherit;">I can't wait to tackle Math Daily 3 in my next post. This is my current work-in-progress. After reading about it during last school year, and doing some of my own research, I decided to implement this into my daily math block (instead of waiting until the next school year). Upon implementation, students made immediate connections because they already had The Daily 5 in their background knowledge and daily practice. Also, I saw motivation for math activities soar (something that was definitely lacking). This was the main reason I </span>bought<span style="font-family: inherit;"> this new edition of </span><u style="font-family: inherit;">The Daily 5</u><span style="font-family: inherit;">. So, check back soon for the </span>post on Math Daily 3 (and my newest TPT product that is a tried and true winner for math).</span><br />
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<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com1tag:blogger.com,1999:blog-3930050014304659159.post-38189085935203925702014-06-08T13:24:00.003-04:002014-06-08T13:24:58.765-04:00The Daily 5, Second Edition, Chapter 7-When to Launch the Next Daily 5<div class="separator" style="clear: both; text-align: center;">
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<span style="font-size: large;"><span style="font-family: inherit;">Not like I </span>have this big following or anything, but for those who are reading this, I am alive! Like every teacher, I got bogged down for a bit and had to prioritize. As much as I love to blog and interact with teachers/bloggers, I had to put this on the back burner ( 2 children in sports-OMG!). But anyway....let's continue with this, shall we?</span><br />
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<span style="font-size: large;">Chapter 7 is titled "When to Launch the Next Daily 5", and it opens up with a quote by Thomas S. Monson. It reads, "Don't save something for a special occasion. Every day of your life is a special occasion."</span><br />
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<span style="font-size: large;">That quote is so true, and it is applicable in everyday life (not only in teaching). In everyday life, I use the good dishes everyday (isn't dinner with the family a special occasion?), I wear my Sunday best (why not?) and we drink the "good" wine. Related to teaching, my most cherished books are put in my students' hands (why share books if students are not allowed to get their hands on them?), and they are given my best teaching every day (not only on days when I'm getting observed). </span><br />
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<span style="font-size: large;">The greatest thing about implementing Daily 5 in your classroom, is that there are no hard and fast rules. While following Boushey and Moser's guidelines, you have the freedom to be flexible with this structure. After Read to Self is introduced, and students are demonstrating independence (keep track on a stamina chart-I use one I found on Smart Tech), you MAY feel your students are ready to tackle the next Daily. I say "MAY" because, again, you know your students. If they need more time, give it to them! </span><br />
<span style="font-size: large;">Boushey and Moser suggest the following guidelines to help you understand if your students have built enough stamina or not:</span><br />
<span style="font-size: large;">*Intermediate students: 12-14 minutes</span><br />
<span style="font-size: large;">*Primary students: 10-12 minutes</span><br />
<span style="font-size: large;">*Kindergarten students: 7-8 minutes</span><br />
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<span style="font-size: large;">-Again, these are just guidelines. We all know our classes are different from year to year. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAJyZ4njkthC0fSiV0RY-YajD8NRa9r8cSP-Hk9hA920wLs8xioxbRmmov1RI7yodOB4gZG7kH_DP02iREQydqy4bwZskNKHqfYuwIPnXGC2iZxo-kcTQL0yQmPSAzKT4EEeuPPRe8oM1m/s1600/wk12_boy4.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAJyZ4njkthC0fSiV0RY-YajD8NRa9r8cSP-Hk9hA920wLs8xioxbRmmov1RI7yodOB4gZG7kH_DP02iREQydqy4bwZskNKHqfYuwIPnXGC2iZxo-kcTQL0yQmPSAzKT4EEeuPPRe8oM1m/s1600/wk12_boy4.png" /></a></div>
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<span style="font-size: large;">The next Daily 5 to be introduced, after Read to Self, is Work on Writing. It used to be Read to Someone (in the first edition), but the authors decided it is most important to get students practicing writing next. </span><br />
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<span style="font-size: large;">Work on Writing is separate from the Writing Workshop(WW) you may already have set up in your classroom. Unlike the traditional format of a mini-lesson (I do), shared practice (we do) and independent practice (you do)-with the added components of conferencing/small group work and lesson closure included in the traditional WW, Work on Writing provides students with additional time to practice those writing skills learned in WW, but in a more informal way. You can set up your writing station (that's what I call it) to focus on any number of writing types (friendly letters, personal narratives, fictional narratives, persuasive writing, poetry, all about, how-to or any other type of writing you are currently focusing on (or have focused on) in your WW.</span><br />
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<span style="font-size: large;">Again, on the day Work on Writing is introduced, the I-chart and stamina chart for Read to Self are reviewed first. The students are told they will be learning another choice for Daily 5-Work on Writing. The purpose is set, and students tell partners why it's important to write every day (build a sense of urgency). An I-chart is created (with desirable behaviors-like on the Read to Self I-chart). Again, desirable/undesirable/desirable behaviors are practiced (as in Read to Self), building muscle memory. Then everyone practices (you may want to call them by group or some other way for a staggered start). </span><br />
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<span style="font-size: large;">Students check-in when time is up, the I-chart and stamina chart are reviewed. A quick discussion occurs about how it went (what went well, what did not). Read to Self is practiced again as well.</span><br />
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<span style="font-size: large;">I suggest using a black and white marbled notebook for Work on Writing. It's not fancy, but it holds all your students' writing! I keep them on a bookshelf, and each of my 3 desk groups have their notebooks on one of three shelves (corresponding to their desk group). This worked the best for us. I also have a small table that holds monthly writing prompt menus (see goodies below). Displayed on the wall behind the table are monthly words (I bought mine here). Each student also has a first grade writing folder (simply a 3-pronged folder that holds word lists such as a name list, birthday word lists, monthly word lists, words related to various types of writing, first 100 Fry words, etc). They must always have their writing folders out and open when they write.</span><br />
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<span style="font-size: large;">During check-in (now and throughout the year), the students who wrote bring their notebooks up with the group. They either share what they wrote with their writing partner or I read what they wrote to the class. I do this, not to be mean, but to keep things moving quickly. It's also a great way for me to make a quick, informal assessment of their writing! In addition, it holds students accountable for their writing during this time! </span><br />
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<span style="font-size: large;">Each day, Work on Writing and Read to Self are practiced until stamina is built. Then, along comes CHOICE!!! Baawaaahaaaa!!! Don't run and hide....come back and listen! To all of you elementary control freaks (that is 99.9% of us), you need to give up control of where you students go during Daily 5!!! That means NO MORE plan boards, spinners, menus, rotating charts, etc. I'm telling you, this is freeing!!! You love control, don't you??? Well, guess what, so do your students! </span><br />
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<span style="font-size: large;">Boushey and Moser discuss various research to back up choice. I'm not going to get all into that right now, but know, students are WAY more motivated when they get choice! Who cares what order they practice reading and writing in? If that goal is for students to spend more time reading and writing, and they are doing that, who are you to tell them where to go? Just keep track on a little chart (see freebie link below) and you are set. Now, you may want to nudge them here and there, "Johnny, you've been to listening 3 days in a row, try something else". But, this always does the trick. And, "those" students, you know, the ones who are a bit "tricky"? Well, they thrive on choice! They love it! </span><br />
<span style="font-size: large;">You can read all about how to introduce choice to your students in the book-this is getting l-o-n-g! </span><br />
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<span style="font-size: large;">This is getting really long, really quickly. So, next week, I will continue with the 2nd part of this chapter (Check-In and beyond). </span><br />
<span style="font-size: large;">Here are a few goodies I rounded up for you...</span><br />
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<span style="font-size: large;">Monthly Writing Prompt Menus-I use these each month in my writing station (for Work on Writing). There is also a blank set (one menu for each month). These have been invaluable this year. If you ever have those students who sit and sit and don't write, these are for you! I created this set, so if you purchase them, let me know how you like them. </span><br />
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<a href="http://www.teacherspayteachers.com/Product/Writing-Prompt-Menus-Throughout-the-Year-772382"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7nTuPEMn8nH0XHREHj-dNMpu2Uw4EEh9W30iXl5-xuM2IQz2J_g3MCef1QrUmBZI1Am7J-jomJ5ZNe9Q14ioECw2mDoYCz-WkpJXRichxen8dRYwN9c0dfvD3Vm0mftaFZIK2nEoaD0V1/s1600/Screen+Shot+2014-04-21+at+12.51.29+PM.png" /></a></div>
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<span style="font-size: large;">Stamina Chart-I didn't make this one, but you can find it for free here: </span><br />
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<span style="font-size: large;"><a href="http://www.teacherspayteachers.com/Product/FREE-Daily-5-Stamina-Graphs-143417"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUA-DtrYUq7AxNkQt8pyVXmlxGsiIlMN43UHf5LCTF5hyphenhyphentd1kAuBSkVovJHpG84SbJbP0dtJc9DBV9kqzAetzVTz2g_2xELzZHpVxyLJWo4MghRut0oqNiGVySH91CugEjj1jwKw8pQSOx/s1600/Screen+Shot+2014-06-08+at+1.04.46+PM.png" /></a></span></div>
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<span style="font-size: large;">Check-In Chart-Again, I didn't make this one, but you can find it for free here: </span><br />
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<span style="font-size: large;"><a href="http://www.teacherspayteachers.com/Product/Daily-5-Check-In-Forms-Editable-1035820"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiM67rT8umSIXxfmihgWGJyfe2NmrGoCI3gy7TL8nMgygDHmrF3if4dNNRMEngk4HOUCtpkLk19ogrujYgyYDf71rVLlpkMhvX6anawytM4KH8PeAbmVpAv5M8vfAYbzlTTTzRgNUEc-_qe/s1600/Screen+Shot+2014-06-08+at+1.07.23+PM.png" /></a></span></div>
<span style="font-size: large;"> I use a variation of this editable check-in chart when my students make their Daily 5 choices. They always remember what they chose, and we do one round at a time (they don't choose 3 at once-they'd never remember). </span><br />
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<span style="font-size: large;">Thanks for reading! I hope you are enjoying your summer (if you are done till next year). Unfortunately, I have to teach this week yet. </span><br />
<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com0tag:blogger.com,1999:blog-3930050014304659159.post-576917620894535822014-04-21T13:19:00.001-04:002014-04-21T13:19:18.284-04:00The Daily 5 Online Book Club, Chapter 6 (Foundation Lessons)<span style="font-family: inherit; font-size: x-large;">Chapter 6: Foundation Lessons-</span><br />
<span style="font-size: large;"><span style="font-family: inherit;">Like all chapters in this book, Chapter 6 opens up with another great quote. It reads, "The secret of change is to focus all of your energy, not on fighting the old, but on building the new." -Socrates</span></span><br />
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<span style="font-size: large;"><span style="font-family: inherit;">Wow, this is so true in many areas of my life. I'm sure you can closely relate too. </span></span><br />
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<span style="font-size: large;"><span style="font-family: inherit;">As mentioned in the previous chapter, foundation lessons are used in the first few days (and also whenever needed) of teaching Daily 5 activities. In those first few days, students' stamina is not yet built up, and routines are just beginning to be taught. You will have gaps of time that will eventually be filled with </span>literacy routines (Daily 5). Before any Daily 5 activity is to be taught, there are a number of foundation lessons that need to be taught (these work very well to fill those gaps of time). All of the foundation lessons follow the Ten Steps to Independence (as discussed in earlier posts).</span><br />
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<span style="font-size: large;">For each of the Daily 5 activities, there is a set of recommended foundation lessons (discussed in this chapter and also in the appendix. Chapter 5 shines a spotlight on one (or more) of each of the recommended foundation lessons for each of the five activities. </span><br />
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<span style="font-size: large;"><u><b>Read-to-Self Foundation Lessons</b> </u>(more in Appendix B):</span><br />
<span style="font-size: large;">The foundation lesson for "Choose a Successful Spot" is highlighted in this chapter. In the beginning, the teacher chooses students' spots for Read-to-Self. But, since students need to learn how to do this for themselves, they need to be taught how. </span><br />
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<span style="font-size: large;">Make an anchor chart with students, writing their ideas for what needs to be considered when picking a spot to sit in. Once the chart is finished, stagger the start (instead of having all students find their place at the same time). Don't forget to ring your chimes at the end of the round.</span><br />
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<span style="font-size: large;"><u><b>Work-on-Writing Foundation Lessons</b></u> (more in Appendix C)</span><br />
<span style="font-size: large;">The foundation lesson for "Setting Up a Notebook" and "Choosing What to Write About" are the ones discussed at length in this chapter. </span><br />
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<span style="font-size: large;"><u>Setting Up a Notebook:</u></span><br />
<span style="font-size: large;">It is highly recommended (and I strongly agree) that plain old composition books or spiral notebooks are used for Work-on-Writing. The pages don't come out (especially with the comp books), they are cheap (or free if your district/school has them already) and sturdy. In the past, I've used all kinds of things (including a number of "cute" stationary), and all it causes is a headache! Now, from time to time, adding some seasonal stationary is o.k. (IMHO). </span><br />
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<span style="font-size: large;"><u>Choose What to Write About:</u></span><br />
<span style="font-size: large;">How many times have your students written about the same thing (mommy, daddy, who they are friends with, how everything is "nice" or "good"). Or, on the other hand, how many times have your students just sat there, wasting time, as they tried to think of something to write about? </span><br />
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<span style="font-size: large;">Boushey and Moser suggest teaching students how to write down ideas for their writing (right in their notebooks). I use monthly "writing prompt menus". These are introduced to the students at the beginning of the year (and they learn how to use them). Then, at the beginning of each month, new ones are introduced/read. My first graders use these daily, and they have been very successful. They really enjoy sharing what they wrote at our check-ins. You can find them right here </span><br />
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<span style="font-size: large;"><a href="http://www.teacherspayteachers.com/Product/Writing-Prompt-Menus-Throughout-the-Year-772382"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiibGicfFSrAxl-A3hBEnIpQJf8rxI3nUogX3pUNm7HSRHniVr0cVjct7Ct08ITirtj2g_GPE7IsJ2cuBHNL5Zo5JFlq6plxETaA-7LRI1VT3qlAOiAvCcLje7jmuDbJeYshbGGir7bOZPV/s1600/Screen+Shot+2014-04-21+at+12.51.29+PM.png" /></a></span></div>
<span style="font-size: large;">(<span style="color: red;"><b>FREE</b></span> just until <span style="color: red;"><b>Tuesday</b></span>). Please DON'T say you got these for free in my comments. That will get other customers upset. </span><br />
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<span style="font-size: large;"><u style="font-weight: bold;">Read-to-Someone Foundation Lessons </u>(more in Appendix D):</span><br />
<span style="font-size: large;"><u>EEKK:</u> This means "elbow, elbow, knee, knee". This lesson teaches students how they are expected to sit when reading with someone. I have found it does need to be repeated every few weeks.</span><br />
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<span style="font-size: large;"><u>Voice Level:</u> According to Michael Grinder, the loudest voice in the room sets the noise level for the entire class (as written on page 93). Model a quiet, calm voice. Your students will do the same. They do need to be taught what type of voices are expected during this time. I limit the number of pairs who are reading-to-someone to 2 or 3 (depending on the students). That has helped with noise level.</span><br />
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<span style="font-size: large;"><u>Check for Understanding:</u></span><br />
<span style="font-size: large;">This skill is introduced on the first day of school, through read alouds, and it is reviewed throughout the year. Students need to be explicitly taught how to listen to their partner, how to read to a partner and how to check for understanding. As suggested in this chapter, I made check marks for my students. I made these oversized checkmarks out of red craft foam. On them, I wrote "Who?" and "What?" with a black sharpie. This serves as a reminder for how to check for understanding. </span><br />
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<span style="font-size: large;"><u>How Partners Read:</u></span><br />
<span style="font-size: large;">Students have a number of choices when reading to someone. </span><br />
<span style="font-size: large;"><i>Same Book:</i></span><br />
<span style="font-size: large;">*I Read, You Read</span><br />
<span style="font-size: large;">*Choral Read</span><br />
<i style="font-size: x-large;">Different Books:</i><br />
<span style="font-size: large;">*I Read, You Read</span><br />
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<span style="font-size: large;"><u>How to Get Started:</u></span><br />
<span style="font-size: large;">Can you believe young children (or any age children for that matter) have to be taught how to get along, what to read and how to decide who gets to read first? </span><br />
<span style="font-size: large;">Students need to be taught the following:</span><br />
<span style="font-size: large;">*Good manners (how to ask a partner to read)</span><br />
<span style="font-size: large;">*Let's Make a Deal (settling on what book to read first by making a deal)</span><br />
<span style="font-size: large;">*Rock, Paper, Scissors (winner gets to choose what book gets red first, who reads first, how book is read)</span><br />
<span style="font-size: large;">*Youngest First (youngest goes first, decides what it to be read/how it is to be read)</span><br />
<span style="font-size: large;">*ABC Order: Whose name begins with the letter closest to "A"? That person calls the shots. </span><br />
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<span style="font-size: large;"><u>Coaching or Time?</u></span><br />
<span style="font-size: large;">Students need to be taught what to do if their partner gets stuck on a word (or words). This lesson is explained in detail on pages 97-98. I found helpful bookmarks (for FREE) here: <a href="http://www.teacherspayteachers.com/Product/Read-to-Someone-and-Reading-Coach-Bookmark-207120"><span style="color: red;"><b>Bookmarks</b></span></a></span><br />
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<span style="font-size: large;"><u>How to Choose a Partner</u>:</span><br />
<span style="font-size: large;">During the first few days, the teacher chooses partnerships, but eventually (like with everything) students need to be able to do this independently. So, they need to be taught how to choose a partner. This is discussed at great length on pages 98-100. I've found this procedure to be highly effective. When my students do not have a partner, they simply read to themselves until a partner becomes available. I found it helpful to remind students who chose Read-to-Someone before each round begins. That way, if a student who did choose RS is busy with something, other students who also chose RS knows this and can read-to-self until that student become available.</span><br />
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<span style="font-size: large;"><u style="font-weight: bold;">Listen-to-Reading Foundation Lessons</u> (more in Appendix E):</span><br />
<span style="font-size: large;"><u>Set Up and Clean Up the Technology:</u></span><br />
<span style="font-size: large;">I teach my students how to set up our notebook computers (we have 4) in the morning. Then, when they are assigned the "Student of the Week", this is part of their responsibilities. They simply unplug each from their chargers, place them on our small table, open them up, turn them on, and find the website to be used. I LOVE <a href="http://store.scholastic.com/shop/Storia-ebooks-for-kids/4502~4518?Ntt=storiaHome"><span style="color: red;"><b>Storia</b></span></a> ebooks by Scholastic!</span><br />
<span style="font-size: large;">In any case, students need to be taught how to set up and clean up whatever technology you choose to use for this Listening.</span><br />
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<span style="font-size: large;">Other foundation lessons include "Listen and Follow Along" and "Manage Fairness and Equitable Use" (see pages 101-102).</span><br />
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<span style="font-size: large;"><u style="font-weight: bold;">Word-Work Foundation Lessons</u> (see Appendix F for more info):</span><br />
<span style="font-size: large;">Again, students need to be taught your expectations for set up and clean up of materials used. They also need to be taught what materials are available, their intended use and the words to be used (whether you want them to use sight words or spelling words, a specifically assigned list, etc.). They also need to be taught how to choose materials wisely and how to choose a successful spot to work in.</span><br />
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<span style="font-size: large;">Wow! That was a lot of info, but I hope I jazzed it up a little with that those freebies (bookmark and writing prompt menu). The bookmark wasn't made by me, but I think it's useful. </span><br />
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<span style="font-size: large;">I don't have a link-up option this week, but feel free to leave a comment! I'd love to hear about any foundation lessons you think should be added, or how Daily 5 is working for you. If you have any ?'s, please ask!</span><br />
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<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com0tag:blogger.com,1999:blog-3930050014304659159.post-53348064912198719352014-04-14T00:00:00.000-04:002014-04-14T00:00:06.172-04:00The Daily Five, Second Edition Online Book Club (Chapter 5)<span style="font-family: inherit; font-size: x-large;">Chapter 5: Launching Read to Self (and Some Foundation Lessons) and a Stitch Fix Review</span><span style="font-family: inherit; font-size: x-large;"><br /></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXYbZVcbVi2qMG59b4bAu_fBaocmTYQKKAvz2EuovLuZTL0rexhTv3vH7xqIW7ra4lGkkZ4X9TCrQq3FTwXR0f9T8aCF0WREA69nGH7k3A2FHdCtRcS0WbyqVWODYdeoBHMWLp3AbN-OpT/s1600/Screen+Shot+2014-03-23+at+5.00.32+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXYbZVcbVi2qMG59b4bAu_fBaocmTYQKKAvz2EuovLuZTL0rexhTv3vH7xqIW7ra4lGkkZ4X9TCrQq3FTwXR0f9T8aCF0WREA69nGH7k3A2FHdCtRcS0WbyqVWODYdeoBHMWLp3AbN-OpT/s1600/Screen+Shot+2014-03-23+at+5.00.32+PM.png" height="200" width="158" /></a></div>
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<span style="font-size: large;"><span style="font-family: inherit;">Before jumping into this week's chapter of The Daily 5, I have to do a quick review of my second Stitch Fix box. If you are not </span>familiar<span style="font-family: inherit;"> with Stitch Fix, you need to be. In a nutshell, this is how it works:</span></span><br />
<span style="font-size: large;"><span style="font-family: inherit;">*It's $20 per month. This fee pays for a stylist to be assigned to you and pick out 5 items (clothes, jewelry, accessories) that you may like. No shoes! </span></span><br />
<span style="font-size: large;"><span style="font-family: inherit;">*You fill out a personal style profile that is quite detailed. You get to comment on clothing collections and add your own comments about what you like too. You can even link your stylist to your Pinterest board if you've posted clothes you like (or even a few pics of yourself). You also pick the price range you'd like for each clothing category.</span></span><br />
<span style="font-size: large;"><span style="font-family: inherit;">*A box arrives at your doorstep with the items, style cards (with ideas for how to style each item) and a personal typed note from your stylist. </span></span><br />
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<span style="font-size: large;"><span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0X7A_hXpcDOpT1UfdOYwrQAIIYACOXBFtaPwSdgUIriBJ5sO1-crepmpwe2obhMlYg7E2NW7GI0541Rg6qtk-2P4Jw-Pl9UlRXca9uExH0km7cXLF740qNMNdqMgQrecV2St0Vzs-oQUG/s1600/IMG_3067.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0X7A_hXpcDOpT1UfdOYwrQAIIYACOXBFtaPwSdgUIriBJ5sO1-crepmpwe2obhMlYg7E2NW7GI0541Rg6qtk-2P4Jw-Pl9UlRXca9uExH0km7cXLF740qNMNdqMgQrecV2St0Vzs-oQUG/s1600/IMG_3067.JPG" height="181" width="200" /></a></span></span></div>
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<span style="font-size: large;"><span style="font-family: inherit;">*You take the 5 items out, and you get to try them on in your own home (hello, no shopping with kids!).</span></span><br />
<span style="font-size: large;"><span style="font-family: inherit;">*Decide what to keep and </span>what<span style="font-family: inherit;"> to send back. If you keep all 5 items, you get a 25% discount. Even if you keep one item, your $20 stylist fee is applied toward that item (also applied if you keep all 5). </span></span><br />
<span style="font-size: large;"><span style="font-family: inherit;">*Whatever you don't want, you pack into a pre-paid bag and send it back (postmarked within 3 business days).</span></span><br />
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<span style="font-size: large;"><span style="font-family: inherit;">I HATE going shopping. I always end up with something striped or 5 of the exact same thing (</span>only<span style="font-family: inherit;"> in different colors...so I guess not exact). You get the idea. Add 3 children (all little boys) in the mix, and you get a </span>shopping<span style="font-family: inherit;"> trip from hell! Anyway, this service was sent from above. I LOVE it!!! The items I received this month are awesome. I kept all 5!!! So, what did I get this time?</span></span><br />
<span style="font-size: large;"><span style="font-family: inherit;">*A gray and white fit & flare dress: Not my favorite, but it was </span>cheaper to keep this because of the discount. </span><br />
<span style="font-size: large;">*Jean Jacket: I didn't think I needed another jean jacket until I saw this one (and tried it on). I LOVE it! It will look great with summer dresses and other things I have.</span><br />
<span style="font-size: large;">*Plaid tab-top shirt. Upon seeing it, I thought it was too "fall-ish", but then I tried it on. This is a perfect example of why this service is for me. I would've never picked this out in the store, yet I love it. I wore it with wedges, capris and a tan jacket over it. I "springed" it up a little.</span><br />
<span style="font-size: large;">*Blue and white pocket tank: I love this too. I can dress it up or down. Perfect. Again, I would have never picked it off the rack at a store. </span><br />
<span style="font-size: large;">*Navy skinny jeans (easily rolled up into capris). I have never had a pair of jeans fit so comfortably. I've worn them 3 times since I got the box last Wed!!!!</span><br />
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<span style="font-size: large;">If you are interested, check out </span><a href="https://www.stitchfix.com/referral/3487611"><span style="color: cyan; font-family: inherit; font-size: x-large;"><b>Stitch Fix</b></span></a><span style="font-size: large;"> by clicking on the highlighted link. It is my referral link. If you subscribe, I will get $25 credit toward my next "fix". </span><br />
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<span style="font-family: inherit; font-size: x-large;"><b>Now, Onto The Daily 5...</b></span><br />
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<span style="font-size: large;"><span style="font-family: inherit;">This week, the Daily 5 will begin with Read to Self. The past few weeks built the foundation for this moment. Boushey and Moser suggest beginning with Read to Self because it is simple to teach, practice and implement. It is also the most powerful way for children to grow into </span>independent<span style="font-family: inherit;"> readers. </span></span><br />
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<span style="font-size: large;"><span style="font-family: inherit;">I believe the most </span>important<span style="font-family: inherit;"> thing to remember is to start slow when beginning so you can move faster later on in the school year. Following the gradual release of responsibility model, and the 10 Steps to </span>Independence<span style="font-family: inherit;"> (as discussed </span>thoroughly in the post on Chapter 3), your students will become independent readers and learners. It may seem, at times, that the pace is slow, but you must go slow at this critical time (when students are learning and practicing routines that will lead to independence). Too often, I've moved my students way too quickly through learning these routines, only to kick myself later in the year when I was still putting out fires! </span><br />
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<span style="font-size: large;"><u>The First Day:</u></span><br />
<span style="font-size: large;">It is suggested, before beginning the school year, to invite all families to come into the classroom (with their children) in order for the children to become comfortable and familiar with it. Where I work, we don't do that. Instead, parents and children visit when we teachers are not in the rooms (they can peek inside). So, I begin everything with students on the first day. </span><br />
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<span style="font-size: large;">From my experience with, and knowledge of the Daily 5, this is what I do...</span><br />
<span style="font-size: large;">On the first day of school, as children arrive (without parents), I greet each child at the door. I take their book bags, look through them, take out all school supplies and place them in a large plastic bag labeled with that student's number (I'll sort through them later). I then show each child his/her desk (in part of a larger desk group). Children read from a large book bin with about 25 assorted books in the middle of their desk groups. They do this until all students have arrived and it's time to start the day. The book boxes remain in the middle of the desk groups throughout the day so there is always something for students to do (and so they can begin to see how important reading is). </span><br />
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<span style="font-size: large;"><u>Three Ways to Read a Book:</u></span><br />
<span style="font-size: large;">When all students have arrived, they are gathered in the meeting area for morning routines/morning meeting. After that, I do a short read aloud. After we get our wiggles out with a short brain break, we sit back down for our first anchor lesson, "Three Ways to Read a Book". This lesson is so helpful because even your most reluctant readers (or those who are ELLs) will be able to participate in Read to Self (and feel confident while doing it).</span><br />
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<span style="font-size: large;">The three ways to read a book are as follows: </span><br />
<span style="font-size: large;">*Read the pictures.</span><br />
<span style="font-size: large;">*Read the words.</span><br />
<span style="font-size: large;">*Retell the story. </span><br />
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<span style="font-size: large;">During this first lesson, the first two are taught/demonstrated/discussed. Retelling can be saved for later in the day or the next day (so children are not sitting for too long....remember the brain research discussed earlier in the book study?).</span><br />
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<span style="font-size: large;">After this first lesson, fill each child's individual book box or bag with about 5-6 books (they will learn how to choose their books later). </span><br />
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<span style="font-size: large;"><u>At Last-We Launch Read to Self:</u></span><br />
<span style="font-size: large;">The suggested outline for how to teach Read to Self is found in the appendix. It is also suggested that younger children complete one round, and older children may be able to complete two rounds of practice. Make sure the 10 Steps to Independence are followed! Also, record stamina on a graph.</span><br />
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<span style="font-size: large;"><u>Integrating Foundations Lessons:</u></span><br />
<span style="font-size: large;">Once children learn Read to Self through the Ten Steps to Independence, aside from the small amount of practice they will do, there will be an abundance of time during your literacy block. It is during this time when foundational lessons will be taught that will enhance Read to Self and that must be taught before the other Daily 5 choices are introduced. The Read-to-Self foundation lessons are:</span><br />
<span style="font-size: large;">*Three Ways to Read a Book (as discussed above)</span><br />
<span style="font-size: large;">*I PICK Good-Fit Books</span><br />
<span style="font-size: large;">*Choose a Successful Spot (more about this in Chapter 6).</span><br />
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<span style="font-size: large;"><u>I PICK Good-Fit Books:</u></span><br />
<span style="font-size: large;">With SO much research out there (both old and new), there is no doubt that students will benefit from reading books that are "just right" for them. In addition, when students read "just right" books, they are more engaged, more motivated/less frustrated, they have choice/control and negative behaviors are minimized. </span><br />
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<span style="font-size: large;">Students need to learn HOW to choose "just right" books (instead of just picking books from a leveled tub). It is suggested, that for this anchor lesson, the teacher should bring in a variety of shoes (in a bag). A chart (with the suggested wording for "I PICK" is also necessary-see page 74) will be referred to all year long. </span><br />
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<span style="font-size: large;">The teacher is to take the shoes out one at a time (refer to the first line of the chart). The "purpose" of each shoe and the importance of wearing the correct shoe is also discussed. This is easily connected to how students choose books (if you want to learn about dogs, choose a dog book-not a book about cars). Each book selected must match the reader's purpose. </span><br />
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<span style="font-size: large;">"Interest" is then discussed. Discuss how shoes match our interests. There are no ballet shoes in the bag because I'm not interested in ballet. It doesn't match my interests. Students need to think about their interests when choosing books.</span><br />
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<span style="font-size: large;">Here is also when shoe size is discussed. The teacher pulls out a tiny shoe and tries to put it on (obviously, not able to fit). Then he/she pulls out a large shoe that, again, does not fit. Relate this to books that are not a "good fit"-hard to understand/trip readers up. </span><br />
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<span style="font-size: large;">Comprehend ("C") is then introduced with "know the words" ("K"). Boushey and Moser suggested 99% accuracy would be a "good fit". So, they said their old "five finger test" will not work anymore. Instead, if a child can pick up a book and read almost every word, then it is a "good fit". If not, it may be too hard. </span><br />
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<span style="font-size: large;">Comprehension is demonstrated as the teacher reads a physics text book (or something else above his/her level). Demonstrate, that even though most words are read correctly, the reader cannot understand it. Students need to be able to comprehend what they read. </span><br />
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<span style="font-size: large;">After this anchor lesson, students are given time and support in choosing their own books for their reading boxes. It is highly suggested that an organized classroom library (that has been introduced to students) is in place. This is where book selection (or "shopping" as I call it) will take place. Throughout the year, invite 1-2 students a day to take out the contents of their boxes/bags and explain their selections to the class. This is powerful! Also, at the start of a reading conference, review each child's book selections with him/her. You will learn a lot from your students' selections! </span><br />
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<span style="font-size: large;">How can you make sure your students have time to "shop" for books? Here are some ideas: </span><br />
<span style="font-size: large;">-Assign students shopping time during morning work (a few each day).</span><br />
<span style="font-size: large;">-Make it a choice once a week (or more) for Read-to-Self.</span><br />
<span style="font-size: large;">-While waiting for dismissal, students may shop (a few each day).</span><br />
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<span style="font-size: large;"><u>Adding the Other Foundation Lessons:</u></span><br />
<span style="font-size: large;">In the afternoon (on the first day of school) or during the first week of school, you need to teach other foundation lessons. These lessons will lay the groundwork for the other Daily 5 choices. It is suggested that Work-on-Writing Foundation lessons be the next ones that are taught. The include the following:</span><br />
<span style="font-size: large;">*Underline Words You Don't Know How to Spell, and Move On</span><br />
<span style="font-size: large;">*Set Up a Notebook</span><br />
<span style="font-size: large;">*Choose What to Write About</span><br />
<span style="font-size: large;">On the first day, you may only get to one of these, and that's o.k. </span><br />
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<span style="font-size: large;">The next foundation lesson to consider is one from Read-to-Someone. These foundation lessons include:</span><br />
<span style="font-size: large;">*Check for Understanding</span><br />
<span style="font-size: large;">*EEKK (elbow, elbow, knee, knee)</span><br />
<span style="font-size: large;">*Voice Level</span><br />
<span style="font-size: large;">*How Partners Read</span><br />
<span style="font-size: large;">*How to Get Started</span><br />
<span style="font-size: large;">*Coaching or Time?</span><br />
<span style="font-size: large;">*How to Choose a Partner</span><br />
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<span style="font-size: large;">Some other suggested foundation lessons include:</span><br />
<span style="font-size: large;"><b>Listen-to-Reading:</b></span><br />
<span style="font-size: large;">*Set Up the Technology</span><br />
<span style="font-size: large;">*Listen and Follow Along</span><br />
<span style="font-size: large;">*Manage Fair and Equitable Use with a Limited Number of Devices</span><br />
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<span style="font-size: large;"><b>Word-Work:</b></span><br />
<span style="font-size: large;">*Set Up and Clean Up Materials</span><br />
<span style="font-size: large;">*Choose Materials to Use</span><br />
<span style="font-size: large;">*Choose a Successful Spot</span><br />
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<span style="font-size: large;">Again, some of these (especially the set up and clean up of materials) need to be taught on the first (or second day) of school so time does not have to be spent when it's time to teach about Word-Work. Boushey and Moser include a list of suggested Work-Work materials on page 85, and they are all FREE or very cheap! </span><br />
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<span style="font-size: large;">The next chapter, Chapter 6, will go into more detail about more foundation lessons. The ones mentioned in this post should be taught one the first day if possible. If not, then they should be taught on the second day. </span><br />
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<span style="font-family: inherit; font-size: large;">If you comment or link-up, let me know your experiences with Read to Self.</span><br />
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<span style="font-family: inherit; font-size: large;">Thanks for reading!</span><br />
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<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com0tag:blogger.com,1999:blog-3930050014304659159.post-32624978872762056962014-04-07T00:00:00.000-04:002014-04-07T00:00:15.819-04:00The Daily 5 (Second Edition) Online Book Club-Chapter 4<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQZyhJV2RMawV8RuI75t0nFgF6-jkdezSMgbViZW8niULS3xhUCK_tX8WSBzFI5Fy-vIC0sftU9HmWhtoNRh8VS5ZdTL4gkgv14mg6i5KN2yJSygHYx2SG8v4vG6kcTsfsXkQHoTeoARTG/s1600/Screen+Shot+2014-04-06+at+3.23.39+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQZyhJV2RMawV8RuI75t0nFgF6-jkdezSMgbViZW8niULS3xhUCK_tX8WSBzFI5Fy-vIC0sftU9HmWhtoNRh8VS5ZdTL4gkgv14mg6i5KN2yJSygHYx2SG8v4vG6kcTsfsXkQHoTeoARTG/s1600/Screen+Shot+2014-04-06+at+3.23.39+PM.png" height="200" width="200" /></a></div>
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<span style="font-family: inherit; font-size: large;">As I sit here planning and typing this post, I'm thinking about the upcoming week. My first graders will take a short section of the Terra Nova tests on Monday-Thursday. This is the first time I ever administered a standardized test like this to young children. Trying to keep the mood light and relaxed, we arranged desks in rows on Friday (like I used to sit in when I was in first grade), and we practiced our "bubbling" skills. If any of you have given similar tests to your youngsters, do you have any advice? I know it's late, but any advice would be helpful.</span><br />
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<span style="font-size: large;"><span style="font-family: inherit;">Also, I am super excited that my second "Fix" from </span><a href="https://www.stitchfix.com/referral/3487611">stitchfix.com</a> is on its way. This is an online subscription service that assigns you a stylist who picks out and sends you clothes/accessories. I will post more about it this week, after receiving my 2nd "fix". My first one was a dud (I kept only one item). It's my own fault for typing that I love stripes. Pretty much everything I got was striped!!! </span><br />
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<span style="font-size: large;">I hear that, as long as feedback is given by the customer, the fixes keep getting better and better (as the assigned stylist gets to know the customer's tastes). Hey, anything beats going shopping with little ones or sneaking out on my own when I can find the time just to buy things I won't wear or already have...ahem, stripes. I'd also much rather do other things than go shopping! So, to have someone do this for me seems like a pretty good plan! I'm looking forward to getting out of my <strike>stripe </strike>style rut.</span><br />
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<span style="font-size: large;">O.k., on to our book club! This week, I'm covering chapter 4:</span><br />
<span style="font-size: large;">"What Do You Need to Begin the Daily 5?"</span><br />
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<span style="font-size: large;">Like all previous chapters, this chapter also begins with a quote by the late Steve Jobs. It reads:</span><br />
<span style="font-size: large;">"Because believing that the dots will connect down the road will give you the confidence to follow your heart even when it leads you off the well-worn path." </span><br />
<span style="font-size: large;">Wow, that quote hits home. I don't always do things like I'm "supposed to", but there is always a purpose (and great research to back it up) to explain why I do things the way I do.</span><br />
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<span style="font-size: large;">The list of things you need to begin the Daily 5 is short and sweet, and so is this chapter. That's a good thing since I am in the middle of doing yard work and spring cleaning! </span><br />
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<span style="font-size: large;"><u><b>#1-Chimes-The Quiet Signal:</b></u></span><br />
<span style="font-size: large;">There are quite a few transitions during the Daily 5/literacy block. In order to get your students' attention, you need to establish a signal to let them know it is time to stop working, clean up and gather for a check-in/mini-lesson. </span><br />
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<span style="font-size: large;">You can use what you would like, but Boushy and Moser suggest the use of chimes. In this section, they discuss Grinder's suggestion of "Above, Pause, Whisper" to make sure all students respond to the signal. In addition, like every routine/procedure you teach, be sure to use the "10 Steps to Independence" as discussed in last week's post. </span><br />
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<span style="font-size: large;">I do not use chimes, instead I used a check-in procedure from Whole Brain Teaching. I say, "Check-in". My students then repeat me 3 times and begin cleaning up and gathering to check-in.</span><br />
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<span style="font-size: large;"><u><b>#2-Chart Rack or Interactive Whiteboard:</b></u></span><br />
<span style="font-size: large;">Used for the creation of permanent "I-Charts" that will displayed and referred to often, a chart rack would be the best thing to use to make them. You could use an interactive whiteboard, but the charts won't be permanent (you'll just have to store them on your desktop and refer to them often after they are created).</span><br />
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<span style="font-size: large;"><u><b>#3-Tools, Not Toys:</b></u></span><br />
<span style="font-size: large;">It is suggested that some "tools" are gathered and put into a box or bin to support the "barometer" children who have a hard time building stamina. Some ideas (recommend in the book or by me) include sand timers, a Magna Doodle, I Spy Books, small blocks, puzzle books (I Spy), other manipulatives. It is also suggested to tape off areas of the room (or use carpet squares) to clearly mark work spaces for students who may have difficulty staying in one spot/finding a spot to work.</span><br />
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<span style="font-size: large;"><u><b>#4-Book Boxes:</b></u></span><br />
<span style="font-size: large;">In order for students to be expected to read independently, they need to have easy access to books in a box or bag (instead of choosing books from the class library each day). </span><br />
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<span style="font-size: large;">At the beginning of the year, it is suggested that the teacher selects 5-6 books for each students' reading box or bag. After teaching students how to choose "just right" books, how to use the classroom library and learning what types of books your students are interested in, the students can then "shop" for their own books. </span><br />
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<span style="font-size: large;">Suggestions from Jim Trelease, Richard Allington and Patricia Cunningham say that primary classrooms should have between 700-750 titles (upper grades-about 400). Also, studies have been shown that children who are in classrooms with large classroom libraries outperform students who are in classrooms with few books or no library. </span><br />
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<span style="font-size: large;"><u><b>#5-A Gathering Place and Focus Lessons:</b></u></span><br />
<span style="font-size: large;">You will need a large space where students can gather for check-ins and mini-lessons. In this space, you will need a chart rack, whiteboard or an interactive whiteboard. This is where anchor charts (I-charts) will be created.</span><br />
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<span style="font-size: large;">Boushey and Moser discuss the benefits of having students (regardless of grade level) gather in a large, open space. These include better behavior management due to close proximity, opportunities to "turn and talk" to partners and fewer distractions (as students are not playing with things in their desks). </span><br />
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<span style="font-size: large;">I couldn't agree with this more! In my first grade classroom, we gather many, many times throughout the day. When students are at their desks (as they are at times throughout our math lessons), it is SO difficult to make sure they are all paying attention to me (not things in their desks or each other). :)</span><br />
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<span style="font-size: large;"><u><b>#6-I-Charts:</b></u></span><br />
<span style="font-size: large;">As discussed in previous chapters, the I-Charts created then become a permanent anchor chart to display (and refer to) in the classroom. </span><br />
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<span style="font-size: large;"><u><b>#7-Classroom Design:</b></u></span><br />
<span style="font-size: large;">Your classroom should offer a comfortable setting for your students to learn. Some alternative seating ideas include using soft chairs/beanbags, low tables, couches and seats spaced around the classroom.</span><br />
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<span style="font-size: large;">In my own classroom, during the Daily 5, I allow students to sit on a bench, a couch, a rocking chair or on the floor. Of course, they may choose to sit at their desks as well. </span><br />
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<span style="font-size: large;"><b>Questions to Think About:</b></span><br />
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<span style="font-size: large;">1. Are you surprised that you don't need anything fancy to begin the Daily 5?</span><br />
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<span style="font-size: large;">2. Are there any other things you would suggest to use while beginning the Daily 5?</span><br />
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<span style="font-size: large;">3. What alternative seating do you offer your students?</span><br />
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<span style="font-size: large;">4. How else do you make your room cozy and inviting?</span><br />
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<span style="font-size: large;">Thanks for joining this online book club!!! Please leave a comment below or link up your responses from your own blog. </span><br />
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<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com1tag:blogger.com,1999:blog-3930050014304659159.post-14994414889470057442014-03-31T00:00:00.000-04:002014-03-31T05:32:22.012-04:00The Daily 5, Second Edition Book Club-Chapter 3<div style="text-align: center;">
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<b style="color: magenta; font-family: inherit; font-size: xx-large;">Chapter 3-"The 10 Steps to Teaching and Learning Independence"</b></div>
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<span style="font-size: large;"><span style="font-family: inherit;">Thanks to all of you who are </span>participating in this online book club! Whether you sent me a private message, liked the post on Facebook, talked with me at work or are silently joining along, I thank you! </span><br />
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<span style="font-size: large;">Chapter 3 discussed the "10 Steps to Teaching and Learning Independence", and these steps are the foundation for anything you want your students to learn how to do independently. </span><br />
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<span style="font-size: large;">Chapter 3 opens up with a quote by Kathy Collins. It says, "When we follow these routines day after day, our students can use their energy to grow as readers and learners rather than to figure out what we expect them to do. And we, in turn, can focus our energy on teaching, not managing, our independent readers."</span><br />
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<span style="font-size: large;">Wow! That quote is powerful. It sums up everything I've COME to believe along the years (through lots of trial and loads of error). </span><br />
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<span style="font-size: large;">Like Boushey and Moser, early in their teaching careers, I used to think if I show my students how to do something once, they should be independent. I can't tell you how many times, I became so frustrated thinking, "They should know this!" or "Why can't they just do one simple task?" </span><br />
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<span style="font-size: large;">Boushey and Moser explain the work of Michael Grinder. Grinder's work supports the idea that students need to have information delivered to them through various memory systems (visual, auditory and kinesthetic). When information is received through more than one of these systems, memory is improved. </span><br />
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<span style="font-size: large;">Boushey and Moser took Grinder's information, and they thought about the tasks they wanted their students to be able to do independently. Then, they did something most special educators are very familiar with, they performed a "task analysis" of each task (meaning, they worked backward from the expected behavior and broke that behavior into tiny sequenced steps that need to be taught before independence is to be expected/occur). Their task analysis includes a set of ten steps to "Teaching and Learning Independence", and these steps are what sets Daily 5 apart from other management systems.</span><br />
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<span style="font-size: large;">Each of the ten steps is discussed below:</span><br />
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<span style="font-family: inherit; font-size: x-large;"><b>Step 1: Identify What Is to Be Taught-</b></span><br />
<span style="font-size: large;">Very simple, yet extremely powerful...tell your students exactly what you are going to teach. This will keep both you and your student focused. When you begin your launching lessons for Daily 5, a simple pattern is used (as suggested by Boushey and Moser). This pattern involves creating an "I-chart" (kind of like a T-chart, but "I" for "Independence"). This can be made on any surface, but it is an anchor chart (one that will be referenced throughout the year), so choose wisely (a piece of chart paper is what I prefer). The name of the Daily 5 choice to be taught is written on the top of the chart. A line is drawn across and down the chart to separate "students" and "teacher". You can make this as colorful as you want. I just use two different colors, nothing fancy! Before you look at the example below, just use it to see how to write the title and how to make the lines. You'll see (in Step #3), the list of desired behaviors is changed.</span><br />
<span style="font-size: large;">Here is one example I found:</span><br />
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<span style="font-size: x-small;">*image found on google.com, courtesy of pvrooom121.blogspot.com</span></div>
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<span style="font-size: large;"><span style="font-family: inherit;">I usually have my chart paper on a large easel. As we </span>finish an "I-Chart", I rip it off and tape it to a classroom wall where everyone can see it and it can be referred to often. </span></div>
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<span style="font-size: large;">What about other other "stuff" on the chart? Don't worry, keep reading!</span></div>
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<span style="font-size: x-large;"><b>Step 2: Set a Purpose and Create a Sense of Urgency-</b></span></div>
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<span style="font-size: large;"><span style="font-family: inherit;">"What's in it for me?"...That's the question most of us ask before beginning any task, isn't it? Boushey and Moser hit the nail right on the head! It's very important for people to know WHY they do things, and the same holds true for </span>those little people we teach. They need to know why they do what they do and why what they do is important as well! </span></div>
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<span style="font-size: large;">To create a sense of "urgency", Moser and Boushey suggest writing the reasons why each of the Daily 5 activities are done. These reasons are written at the top of the chart, under the title. Students are gathered in a whole group, and they are involved in the creation of each "I-Chart", so a sense of urgency can be created an so they take ownership of it. There are many "pretty"/"cute" pre-made "I-Charts" out there, but these are meant to be created WITH your students. </span></div>
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<span style="font-size: x-large;"><b>Step 3: Record Desired Behaviors on an I-Chart-</b></span></div>
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<span style="font-family: inherit; font-size: large;">A change in this edition of the book, Moser and Boushey no longer </span><span style="font-size: large;">suggest asking your students to brainstorm a list of desirable behaviors for each Daily 5 activity (for each I-Chart). As a result of having students brainstorm and make suggestions, their "launching" lessons were becoming longer and longer (something that brain research says is a "no no"). Therefore, they now list 5 desirable behaviors (listed on page 38) on the I-Chart in front of the students, and each one is explained. These behaviors are written so that students see what to do (instead of what "not" to do). </span></div>
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<span style="font-size: large;">If you work with younger students, you may want to break this lesson up into two days so they are most engaged. If you teach older students, they should be able to finish the chart in one session. You know your students, so use your knowledge of them them to guide what you do.</span></div>
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<span style="font-family: inherit; font-size: x-large;"><b>Step #4: Model Most-Desirable Behaviors-</b></span></div>
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<span style="font-size: large;"><span style="font-family: inherit;">This is where the fun begins! Desired behaviors are modeled by students, and this allows </span>students<span style="font-family: inherit;"> to see, hear and feel what these behaviors. Have individual students model what these behaviors look like. When </span>the<span style="font-family: inherit;"> modeling is complete, engage all students in a discussion on what they saw the student doing. Go through each of the desired behaviors to guide your discussion. Finish up with asking students if the </span>particular<span style="font-family: inherit;"> student who did the modeling will become a better reader (or writer) if he/she continues to do </span>those<span style="font-family: inherit;"> things during that Daily 5 choice. You will </span>always<span style="font-family: inherit;"> hear a </span>cheerful<span style="font-family: inherit;">, "Yes!".</span></span></div>
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<span style="font-family: inherit; font-size: x-large;"><b>Step #5: Model Least-Desirable Behaviors, Then Most-Desirable Behaviors Again-</b></span></div>
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<span style="font-size: large;">The fun continues...</span></div>
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<span style="font-size: large;">The next step is asking a student to model the "incorrect" way to model those behaviors. A suggestion made by Boushey and Moser is to invite a student to do this who may be one who may have difficulty exhibiting the desired behaviors. Of course, that student will think it's fun, but it allows for the shaping of his/her behaviors.</span></div>
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<span style="font-size: large;">As the student is surely making everyone laugh, while exhibiting undesired behaviors, call students attention to the I-Chart. Go through each of the listed desired behaviors and ask if that student is doing the right thing. Students love this part, and they are so engaged. </span></div>
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<span style="font-size: large;">When that modeling is done, students are reminded that those behaviors will never lead to someone becoming a better reader and writer. Following this discussion, that same student is asked to now model the desirable behaviors. As this modeling is taking place, the list of desired behaviors (listed on the I-Chart) is once again referenced. After that, students are asked (once again), if they will become better readers and writers if they do what they are supposed to (the desired behaviors).</span></div>
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<span style="font-size: large;">This may seem redundant, and a time waster, but believe me, it is extremely important to take the time and do this slowly and correctly when you have the freedom of time at the beginning of the year. If any of these steps are rushed, you will kick yourself later!!! Believe me, I've been there (more times than I am willing to admit)!</span></div>
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<span style="font-size: x-large;"><b><span style="font-family: inherit;">Step #6-Place </span>Students Around the Room-</b></span></div>
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<span style="font-size: large;">It is during this step when students learn how to pick "smart" spots to independently work around the room. When choosing where to sit, students need to ask themselves, "Is this a place where I can be most successful?" </span></div>
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<span style="font-size: large;">The use of book boxes is suggested while practicing because this will limit the amount of movement in your room (as students have their books right next to them). Those students who have short stamina, make sure they are the last ones to choose a spot since they will be working for the shortest amount of time. Those students who have built their stamina (or are more mature) should be the first students called to find their smart spots. </span></div>
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<span style="font-size: large;">Since "Read to Self" is the first Daily 5 choice taught and practiced, you want to make sure you have either boxes (as suggested above) or bags of books ready to go ahead of time. I spend my first week of school introducing their book boxes, and I fill them up myself until they've been taught how to choose "just-right" books. </span></div>
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<span style="font-family: inherit; font-size: x-large;"><b>Step #7:Practice and Build Stamina and Step #8: Stay Out of the Way-</b></span></div>
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<span style="font-size: large;"><span style="font-family: inherit;">It is important to note that all </span>students<span style="font-family: inherit;"> are different, and therefore will build stamina at difference paces. A stamina chart is shown on page 46 to </span>keep<span style="font-family: inherit;"> track of your students' stamina. I found one on Smart Exchange that I use to keep track of my students' stamina. It is motivating for </span>students<span style="font-family: inherit;"> to see how their stamina grows. </span></span></div>
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<span style="font-size: large;">When every student begins practicing, stay out of they way (as suggested above). Stamina has waned when someone stops displaying the desirable behaviors (as listed on the chart). It will be hard to stay out of their way, but you have to. You want you students to learn how to work independently so you can successfully meet with small groups and individuals, don't you? </span></div>
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<span style="font-size: large;">I sit at the reading table during their practice, and I totally ignore any raised hands. I don't call any students or groups during the launching phase because all students need to learn these routines that lead to independence. </span></div>
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<span style="font-size: large;">My students know that unless they are sick, bleeding or having to use the bathroom (and we use sign language for that), they cannot bother me. It may sound harsh to an outsider, but when it comes down to it, I ask myself what I want the students to do. I want them to become independent so I can work with a student or students.</span></div>
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<span style="font-size: x-large;"><b><span style="font-family: inherit;">Step #9: Use a Quiet Signal to Bring Students </span>Back<span style="font-family: inherit;"> to the </span>Gathering<span style="font-family: inherit;"> Place-</span></b></span></div>
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<span style="font-size: large;"><span style="font-family: inherit;">Stamina will break down rather quickly at the beginning of </span>the<span style="font-family: inherit;"> year, especially with younger </span>students<span style="font-family: inherit;">. You'll know </span>when<span style="font-family: inherit;"> this </span>happens<span style="font-family: inherit;"> because students will get "antsy" and when you observe "undesirable" behaviors. When this </span>happens, use a quiet signal (that has been introduced and taught first) to call the students back to the gathering place for a check-in. This will take more time to do at the beginning of the year because students are learning these routines. </span></div>
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<span style="font-size: large;">Some quiet signal suggestions include a train whistle, chimes, a bell, a wand or anything else you can find (more discussion on this later in the book).</span></div>
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<span style="font-size: x-large;"><b>Step #10: Conduct a Group Check-In; Ask, "How Did It Go?"</b></span></div>
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<span style="font-size: large;">Reference the I-Chart when students are gathered for a check-in. As students look at the list of desired behaviors for that Daily 5 choice, they self-reflect and "grade" themselves based on how they did during the round of practice. You school may already use a uniform grading system that you can easily implement with this check-in, or you can use a "thumbs-up" or "thumb to the side" method. Review each desired behavior, and students rate/grade themselves. </span></div>
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<span style="font-size: large;">You may want to ask your students to create a goal for themselves for the next round (or it may even be a class goal). How you do this is up to you. </span></div>
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<span style="font-size: large;">After the check-in, decide if your students have the stamina to practice for another round. On a typical day (in the beginning), 3-4 practice sessions occur. These can occur throughout the day, not just during the literacy block. This is, of course, determined by you and your students' stamina. </span></div>
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<span style="font-size: x-large;"><b>My Final Thoughts:</b></span></div>
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<span style="font-size: large;">I've found that these 10 Steps that lead to independence can (and should) be used anytime you want your students to become independent at something. I changed up my math stations this year, and at first, I just assumed they would know how to be independent because they've been doing the Daily 5 for so many months. Um....big mistake!!!! After some reflecting, I realized that I "assumed" they would be independent during math stations, but I never actually went through these 10 Steps. Needless to say, I learned my lesson (yet again), and my students are now working independently during math station time. </span></div>
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<span style="font-size: large;">Be sure to comment (and/or link up if you have a blog) to let me know what you think of the Ten Steps, or how you use them in your classroom! If linking up, please use the two images from the top of this post.</span></div>
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<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com1tag:blogger.com,1999:blog-3930050014304659159.post-15458942436178957552014-03-24T00:00:00.000-04:002014-03-24T04:42:32.096-04:00The Daily 5, Second Edition Book Club, Chapter 2<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjICoEcdxlKJoXYS_brmeZHtBIRgsfs8UCu5MJRQLkiAkGp5S2AGt_GSqx8W5nDBdfY4YHJ6VhyphenhyphenDg4OtbEGgvIB5fFlzKZiIQ6eMyL-rqp1RLwf22PfpCKdz4eqUnq_q0kv9mPaLR87Opzf/s1600/Screen+Shot+2014-03-23+at+4.56.09+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjICoEcdxlKJoXYS_brmeZHtBIRgsfs8UCu5MJRQLkiAkGp5S2AGt_GSqx8W5nDBdfY4YHJ6VhyphenhyphenDg4OtbEGgvIB5fFlzKZiIQ6eMyL-rqp1RLwf22PfpCKdz4eqUnq_q0kv9mPaLR87Opzf/s1600/Screen+Shot+2014-03-23+at+4.56.09+PM.png" height="320" width="318" /></a></div>
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<span style="font-size: large;"><span style="font-family: inherit;">Thanks to all of you who have read the previous week's post! I've had some great conversations with colleagues. Wendy (from </span><a href="http://readwithmeabc.blogspot.com/2014/03/the-new-daily-5-book-study.html" style="font-family: inherit;">Read With Me ABC</a><span style="font-family: inherit;">) and Gwen (from <a href="http://learningwithmrsbrinn.blogspot.com/2014/03/daily-5-new-edition-book-club-chapter-1.html">Learning with Mrs. Brinn</a>) </span><span style="font-family: inherit;">linked up great posts as well. I am thrilled to continue this online book club, meet new people, gain new perspectives and continue on my journey of Daily 5 learning and implementation! So, here we go into Week #2!</span></span><br />
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<span style="font-family: inherit; font-size: large;"><b>Our Core Beliefs: The Foundations of the Daily 5</b></span><br />
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<span style="font-size: large;"><span style="font-family: inherit;">In this chapter, six of the seven </span>core beliefs are discussed (the seventh is discussed in Chapter 3). These core beliefs are the foundation for The Daily 5. Below is a summary of these first six core beliefs.</span><br />
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<span style="font-size: large;"><b>Trust and Respect:</b></span><br />
<span style="font-size: large;">Do you respect and trust your students? Think about it? Do you really respect and trust ALL of your students? What about "those" students? You know, the ones whose actions (or inactions) make you want to pull your hair out? What do you do with them? Do you respect and trust them?</span><br />
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<span style="font-size: large;">According to Boushey and Moser, the Daily 5 works when we trust ALL of our students. This does not mean we just walk into our classrooms and all of a sudden have trust in all students. What this means, however, is that trust can be built as a result of explicitly teaching and practicing expected behaviors that are gradually developed and self-monitored by students over time (how to do this is discussed at great length in Chapter 3).</span><br />
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<span style="font-size: large;">We also have to know that, although we may have taught students (and practiced) how to be independent learners, there will always be a few who do not have the stamina to sustain independence. It is up to us to continue to work with these students in order to help them build their stamina that ultimately leads to independence. It is our responsibility to not give up on students who are not as independent as others. These students should not be thought of as mischievous. Instead, they just need more practice, support and time to become more independent. Sometimes, we have to take it day by day, giving more support to some students than others. Instead of giving up when you "think" some of your students will never get to the level of independence you'd like, take a step back and reflect. What type of support do they need? What can you do to help these students achieve a greater level of independence?</span><br />
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<span style="font-size: large;">Sometimes, it's as easy as privately checking in with them to see what their plan is for Daily 5. Or, you can bring those few children back with you for an early check-in. But, what you can't do (if you want the Daily 5 to be successful in your classroom) is give up on these children. All children deserve your best! </span><br />
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<span style="font-size: large;"><b>Community:</b></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9ZjEzgmkQHT49nl1bfeYHctXiY_qsMBw9VglCCoxphmkWE3cPZF759BNWqDjVeFLT6PMmqXOoFrtuGD98UIuk7cw8lzRD3mtuqVR8Yy9DIPRH5eMuW8QYKsXRgdWZ1s3RQ-DkTBoZNCWu/s1600/rk8_teacher2.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9ZjEzgmkQHT49nl1bfeYHctXiY_qsMBw9VglCCoxphmkWE3cPZF759BNWqDjVeFLT6PMmqXOoFrtuGD98UIuk7cw8lzRD3mtuqVR8Yy9DIPRH5eMuW8QYKsXRgdWZ1s3RQ-DkTBoZNCWu/s1600/rk8_teacher2.png" height="189" width="200" /></a></div>
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<span style="font-size: large;">It's never too late to start turning your classroom into a community of learners. I know my colleagues and I spend a great deal of time, at the beginning of the year, building a true learning community. Throughout the year, we use daily "proactive" circle meetings (as part of Restorative Practices that we are all a part of) to build and maintain community. When you have a strong classroom community, students begin to self-monitor themselves as well as help to maintain community among others. When Daily 5 check-ins, Read-to-Someone and other work among students during other Daily 5s occur, this helps to maintain and grow a healthy classroom community of learners. It's not unlikely to hear a more advance reader asking a less advanced reader if he/she would like "Coaching or Time?". It's also not unlikely to hear writers complimenting and helping each other. I smile every time I look around the room and see these little miracles taking place. </span><br />
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<span style="font-size: large;"><b>Choice:</b></span><br />
<span style="font-size: large;">There is a lot of current research that says choice is motivating and beneficial to students. This, after all, is the cornerstone of Daily 5, according to Boushey and Moser. Choice is not something that is just given to students. They have to earn it, after much instruction and practice. On page 26, Boushey and Moser illustrate their "Learning Line". This shows their progression of their literacy block development throughout the years. They've gone from having their students do seat work, centers, workshops and finally Daily 5. Their trust, choice and respect of their students has increased as they've moved through this progression. </span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFbyDrGsUyRPLjMYJlNRTfxaVVtZb3owh3QZaJn6w7hlG8H4TB4Br8soWmOQQzd_BdJT9ZHHT8QZPQKBRBNV8t_wDTQPk5sl3goq6QMXVWHKitftIG75Z1X5N89ebrRpkeiQ1Ujh8SJQcW/s1600/TWS+Straight.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFbyDrGsUyRPLjMYJlNRTfxaVVtZb3owh3QZaJn6w7hlG8H4TB4Br8soWmOQQzd_BdJT9ZHHT8QZPQKBRBNV8t_wDTQPk5sl3goq6QMXVWHKitftIG75Z1X5N89ebrRpkeiQ1Ujh8SJQcW/s1600/TWS+Straight.png" height="200" width="178" /></a><span style="font-size: large;"><br /></span>
<span style="font-size: large;">I know what you are thinking..."I'm not ready to give up control". </span><span style="font-size: large;">This was the hardest core belief for me to embrace!!! For years, I said I was "doing the Daily 5", only to design and use elaborate planning boards where I displayed the students choices. I felt that, as long as they were going to a variety of Daily 5 activities, they would be happy (and things would be orderly). I had such a hard time giving up control of where they went/what they did. I always thought things would get out of control, and I </span><strike style="font-size: x-large;">am a little OCD </strike><span style="font-size: large;">find comfort in control. I think we all do. When I took the Daily 5/CAFE grad class last year, one of our assignments was to give up control. So I did, and you know what??? I never looked back, AND my students and I are still alive! My students LOVE getting a choice of what Daily 5 to do. Even though they have to do Read to Self and Writing each day, they still get to choose the order in which they do them. And, they also get to choose that third Daily 5. My best advice to you is to just.....</span><span style="color: red; font-family: inherit; font-size: x-large;">LET GO and GIVE YOUR STUDENTS A CHOICE!!!</span><br />
<span style="font-family: inherit; font-size: large;">Just imagine...no more keeping up with planning boards!!! That, alone, is motivation!</span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfBat9DT5HmA_MGZWs50222qYu680OjyK8E6wxUHvcaIZtTHhKZUokhqajZGgRQ4K5TsKOMHMS8fSLyvjeFH48xbRruI4OaefAs-zYp8OeSnyAzJnczHQIdJNFG5MrXiyzOKlVfCBeYpa1/s1600/wk12_clipboard2.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfBat9DT5HmA_MGZWs50222qYu680OjyK8E6wxUHvcaIZtTHhKZUokhqajZGgRQ4K5TsKOMHMS8fSLyvjeFH48xbRruI4OaefAs-zYp8OeSnyAzJnczHQIdJNFG5MrXiyzOKlVfCBeYpa1/s1600/wk12_clipboard2.png" /></a><span style="font-family: inherit; font-size: large;"><br /></span>
<span style="font-family: inherit; font-size: large;"><b>Accountability:</b></span><br />
<span style="font-size: large;">No, this does not mean giving your students a "learning center" contract. This also does not mean checking off the activities your students complete throughout the week. This does mean, however, that both you and your students need to be held accountable for what goes on during The Daily 5. We, as teachers, are accountable to explicitly teach our students exactly what we want them to do during this time (all 5 Daily activities). This means, we need to teach them what each looks like, sounds like and feels like to do each of these five tasks. It is also our responsibility to hold brief meetings with students when we notice a break-down in independence or routines. During these meetings, problems are addressed and expectations reviewed and practiced. Sometimes this is done with a student, a small group or the whole class.</span><br />
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<span style="font-size: large;">Students are held accountable for choosing where they sit during each of the Daily 5 activities, the level of noise that occurs, selecting meaningful writing topics and just-right books to read and sustaining engagement in each activity.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxB6DLCj01sGtJJjBZ0_x6QsAl5u4FjiWlNEsjZpTKEtwsUwy_f0qGAvrLw6lnqYAmoaEtYQfKvch-4GfCDjupRUfMXzEX37kfxY8HYC-iR-gwTf8li0vnWZYmAfhAKcJTPFcyV6teORAT/s1600/Screen+Shot+2014-03-23+at+5.06.37+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxB6DLCj01sGtJJjBZ0_x6QsAl5u4FjiWlNEsjZpTKEtwsUwy_f0qGAvrLw6lnqYAmoaEtYQfKvch-4GfCDjupRUfMXzEX37kfxY8HYC-iR-gwTf8li0vnWZYmAfhAKcJTPFcyV6teORAT/s1600/Screen+Shot+2014-03-23+at+5.06.37+PM.png" height="153" width="200" /></a></div>
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<span style="font-family: inherit; font-size: large;"><b>Brain Research:</b></span><br />
<span style="font-size: large;"><span style="font-family: inherit;">According to what various researchers in the field of brain research has found, the time a child will pay attention to direct </span>instruction is related to that child's chronological age. So, if I do the math correctly, a typical first grader can pay attention for an average of 6-7 minutes. WHOA!</span><br />
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<span style="font-size: large;">Upon first hearing this information, Boushey and Moser did not buy it. They, like most of us, took pride in their teaching. They couldn't understand how some researcher could say how long their students could pay attention, especially a researcher who didn't even know them (or how engaging their lessons were). Well, they decided to prove the research wrong. Boushey and Moser decided to video record their whole group literacy lessons each day. As they reviewed the recordings, they were very much focused on the content of their lessons/reflections on their teachings. </span><br />
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<span style="font-size: large;">When they decided to turn on the volume to focus more on the children, they found that, after about 7-8 minutes (they taught 4th grade), they were beginning to observe several students exhibiting off-task behaviors. They were believers from that moment on!</span><br />
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<span style="font-size: large;">During a conference where Regie Routman spoke, Boushey and Moser learned about the 80/20 concept. In the past, it was common for direct instruction to take up about 80% of the time, with student practice taking up the other 20%. But, in an effort to be more effective, Routman suggests switching to 20% direct instruction and 80% student practice with the concepts taught. </span><br />
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<span style="font-size: large;">I laughed when I read about the "spray and pray" method of teaching. That is when you "spray" students with a lesson because the teacher manual tells you to. Then, you "pray" that it sinks in. Oh my, have I been there! </span><br />
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<span style="font-size: large;">Also discussed under this core belief, is the importance of practice. As I discussed in the previous chapter, if you want to get better at anything, you need to practice. The same holds true with reading and writing. Students need lots of time to practice, with timely/focused "coaching" on what they need. </span><br />
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<span style="font-size: large;">In Figure 2.2, on page 31, there is a very graphic explanation that shows how time spent reading increases students achievement. We need to take this knowledge and apply it to our classrooms/teaching. We must increase our students' reading time (with "just-right" books) each day, while keeping our focus lessons brief.</span><br />
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<span style="font-size: large;"><b>Transitions as Brain and Body Breaks:</b></span><br />
<span style="font-size: large;">Prior to developing and using the Daily 5/CAFE model for literacy instruction, Moser and Boushey used a workshop model (like many of us currently use). However, they did notice, that after an extended length of work time, their students needed a change of pace. Their students would get up to get drinks, ask to use the bathroom, etc. After reflecting on this, they realized that if they broke up the long work sessions into shorter sessions with movement and short lessons in between, that would provide students with the movement they needed.</span><br />
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<span style="font-size: large;">The Daily 5 is made up of 2-5 different workshops in a day. Each workshop is called a "round", and it runs for the amount of time students have stamina in order to work independently. The length of time for each round varies, according to students' stamina. At the beginning of the school year (and with younger students), until stamina is lengthened, there may be 5 rounds in a literacy block. With older students, or once stamina is lengthened, there may only be 2 rounds (but they are longer). When students clean up their materials and walk to the large group area for a "check-in", that provided the change of pace and movement students' brains and bodies need. These breaks are also the perfect time to teach a short, focused mini-lesson before moving to the next round. </span><br />
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<span style="font-size: large;">According to Boushey and Moser, there are many benefits for transitions during Daily 5. These include a physical break from a work session, kinesthetic movement that brains and bodies need before continuing to work, a brain break to allow for refocusing and a natural time to provide another short mini-lesson. </span><br />
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<span style="font-size: large;">Are you concerned about all this movement that is about to take place in your classroom? Are you thinking of noise and kids running wild and your children being transformed into little monsters?</span><br />
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<span style="font-size: large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgd0D6r1Hn_KI-ubITmwqDARGI8e-5UhyzPMYbY0LibFKmAh2L2E2psiruWibmP0IJmYVGYPwBX6dFaxyjoPaw4_BksxYfj6Sw-3EuWZEQzGmpcjWSTEDgja6zW0ajinX7NM6HbnFWK9Ntm/s1600/oct11_monsters.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgd0D6r1Hn_KI-ubITmwqDARGI8e-5UhyzPMYbY0LibFKmAh2L2E2psiruWibmP0IJmYVGYPwBX6dFaxyjoPaw4_BksxYfj6Sw-3EuWZEQzGmpcjWSTEDgja6zW0ajinX7NM6HbnFWK9Ntm/s1600/oct11_monsters.png" height="132" width="200" /></a></span></div>
<span style="font-size: large;">Well, rest assured, these transitions can and will work. But, you need to teach your children how to make these transitions. We do this by following the 10 Steps to Teaching and Learning Independence (as described in Chapter 3).</span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimVugdYrHPH3FzT_m2jIBc-JTmju3AIvx_UDtDUdzv1gAWVzP_WF9n9lHMzb8TbsQN0EU1SZOOMPvSRL8Wzs_QXKCGxuIJu4NkwFHyn8_SSYPAXEx3eUk-g0tAnpn3zKTgAE5KSHnWfyna/s1600/dt7_notebook1.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimVugdYrHPH3FzT_m2jIBc-JTmju3AIvx_UDtDUdzv1gAWVzP_WF9n9lHMzb8TbsQN0EU1SZOOMPvSRL8Wzs_QXKCGxuIJu4NkwFHyn8_SSYPAXEx3eUk-g0tAnpn3zKTgAE5KSHnWfyna/s1600/dt7_notebook1.png" /></a><span style="font-size: large;"><br /></span>
<span style="font-size: large;"><b>So, What Now?</b></span><br />
<span style="font-size: large;">Now that you've read Chapter 2 and you've read my post, what are you thinking about? Comment on any (or all) of the following: </span><br />
<span style="font-size: large;">1. What are 3 big ideas you took away from this chapter?</span><br />
<span style="font-size: large;">2. Do you use a workshop approach, or have you started to try the Daily 5 approach to your literacy block and instruction?</span><br />
<span style="font-size: large;">3. What transitions do you already use with success in your class?</span><br />
<span style="font-size: large;">4. Have you had any success so far with Daily 5?</span><br />
<span style="font-size: large;">5. Are you ready to offer your children choice? If you've already started, what are your thoughts and experiences? If you are not ready, what are you afraid of?</span><br />
<span style="font-size: large;">6. What are your other "burning questions"?</span><br />
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<span style="font-size: large;"><b>Freebies and Resources:</b></span><br />
<span style="font-size: large;"><b><a href="http://www.pinterest.com/parko/brain-break-activities/"><span style="color: lime;">Click Here</span></a> for a bunch of brain break ideas you can use anytime throughout your day.</b></span><br />
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<span style="font-size: large;"><b><a href="http://www.thedailycafe.com/"><span style="color: cyan;">Click Here</span></a> to visit The Daily CAFE (the official Daily 5 and CAFE site).</b></span><br />
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<span style="font-size: large;"><b><a href="https://www.youtube.com/watch?v=v5_W3mMfZvY"><span style="color: magenta;">Click Here</span></a> for some transition ideas from the amazing Dr. Jean. These can be used throughout the day.</b></span><br />
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<span style="font-size: large;"><b>Looking Ahead:</b></span><br />
<span style="font-size: large;">Next week, I'll summarize and discuss the main points in Chapter 3 (The 10 Steps to Teaching and Learning Independence).</span><br />
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<span style="font-size: large;"><b>Comment or Link up! </b> Blogging continues to be an ongoing journey for me, as I constantly learn new ideas and techniques. Last week, I tried a link up option for the first time. Thanks to Wendy and Gwen for linking up. I didn't see those cute blog thumbnails on their link ups, so I did some more research and learned that I actually had to choose that option (you live, you learn). So, I did for this week. Please leave a comment or link up (if you have your own blog). If linking up, please use the image from the top of my blog somewhere in your post.</span><br />
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<span style="font-size: large;">Thanks for joining!</span><br />
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<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com2tag:blogger.com,1999:blog-3930050014304659159.post-81874784277840120172014-03-16T20:23:00.001-04:002014-03-17T20:33:41.982-04:00The Daily 5, Second Edition Book Club-Chapter 1<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: inherit; font-size: large;">Thanks for stopping by to join in on The Daily 5, Second Edition weekly book club. I am so excited to host this weekly online book club on one of my all-time favorite teaching books! I was so thrilled there is a second edition, and I’m excited to dive deep into it with you. This first week’s post will be the longest because I want to introduce myself and give some background on WHY I chose this book to study.</span><br />
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<span style="font-family: inherit; font-size: large;">So, let’s get started!</span><br />
<span style="font-family: inherit; font-size: large;"><span style="color: purple;"><b>Some Background Info on Me</b></span>…</span><br />
<span style="font-size: large;"><span style="font-family: inherit;">I'm currently in my 13th year of teaching 1st grade, and I’ve been a teacher for a total of 17 years (pre-k and full-day K too). I’m married to a middle school teacher, have three little boys and an old cat! Blogging and reading professional research (in articles or in books) help me to stay current in my profession. I am passionate about staying current in education and talking with other teachers about all things teaching-related! This is my 2nd time hosting a book club on The Daily 5. The first one was a few summers ago, and it was a real book club (not online). This time around, my life is a bit busier, so I thought an online </span>book club<span style="font-family: inherit;"> would be a better option. </span></span><br />
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<span style="font-size: large;"><span style="color: purple; font-family: inherit;"><b>So, WHY <u>The Daily 5</u>?</b></span></span><br />
<span style="font-size: large;">During the summer of 2006, I was working on plans for the upcoming school year. When I went to Amazon.com to find a few new books, I saw <u>The Daily 5 </u> (by Gail Boushey and Joan Moser) was a book that was recommended for me. I clicked on the book's description to find out more, and I was intrigued! Let's just say, the hook that got me was the fact that I may never have to laminate and cut out another <strike>stupid</strike> holiday-related center game again!!! So, of course, I immediately ordered the book and the rest is history! This book has literally changed (and continues to challenge/change) the way I teach! So, let's take a look into Chapter 1, shall we?</span><br />
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<span style="color: purple; font-size: large;"><u><b>Chapter 1: That Was Then, This is Now: How the Daily 5 and CAFE Have Evolved.</b></u></span><br />
<span style="font-size: large;">This chapter starts off with a quote from the amazing Regie Routman. It states, "The typical teacher has children doing a lot of 'stuff'. How is what I am having children do creating readers and writers?" (page 1). Wow! That's powerful...think about that for a moment! Do you ever think about what you are having your children do? </span><br />
<span style="font-size: large;"><br /></span><span style="font-size: large;"><span style="color: purple;"><b>Differences in This Edition:</b></span></span><br />
<span style="font-size: large;">The "Sisters" explain, in this chapter, the differences in the first version and this current version of the book. One of the most significant changes is the fact that they do not do ALL five rounds of Daily 5 every day. I always wondered how to fit all those rounds in! There is also differentiation between using Daily 5 with younger and older learners. The suggested order of sequence of when Daily 5 activities should be introduced has also changed. After introducing Read to Self, Work on Writing (not Read to Someone) is the second one to be introduced. In addition, Math Daily 3 (their structure for the math block) is also included in this edition (yeah).</span><br />
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<span style="color: purple; font-size: large;"><b>Does This Sound Familiar?</b></span><br />
<span style="font-size: large;">The "Sisters" explain how their teaching has evolved over the years. Every time I read this, I am reminded of how my teaching used to be as well. I'm still not where I want to be, but things are definitely better now. They explain how their teaching used to basal-driven, their students worked quietly on all sorts of "busy work", both at their desks and at one of many centers, during the reading block. At the end of the day, they were exhausted from "putting out fires" during this time. In addition, they found themselves dreading the time they needed to spend in order to check every piece of paper their students completed during this time. Oh, my, this hit home the first time I read this!!!</span><br />
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<span style="color: purple; font-size: large;"><b>That Was Then, This is Now!</b></span><br />
<span style="font-size: large;">Boushey and Moser explain, that through extensive research and work with many of the top reading "gurus", they started to really learn what children need to be doing in order to become better readers and writers. While working with Margaret Mooney, they learned that students should be engaged in "simple" acts of reading, rereading, reading to others, responding to reading and writing. Like most teachers I know, they thought this sounded too simple. It does, but it IS what students need to do to become better readers. There is so much quality research to back this up! And, in the end, it is common sense. For example, if someone wants to become a better runner, that person has to practice running. Well, the same holds true in our classrooms. If we want students to become better readers and writers, they have to practice actual reading and writing (NOT activities ABOUT reading and writing). </span><br />
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<span style="font-size: large;">I loved the chart that explicitly showed how their teaching (and management) of students has evolved throughout the years, and I thought the "Learning Line" chart was a great snapshot of why Daily 5 is effective. </span><br />
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<span style="color: purple; font-size: large;"><b>So, How Does This All Work?</b></span><br />
<span style="font-size: large;">First of all, I have to remind you that if you do not yet have the Daily 5 structure up and running in your classroom, you can begin tomorrow. You DO NOT have to wait until next school year. When I took the Daily 5/CAFE grad class last year (in January), I started the Daily 5 over in my first grade classroom. It was fine. So, don't be scared! You can do it....tomorrow! </span><br />
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<span style="font-size: large;">The chart that displays the five rounds of Daily 5, with CAFE focus lessons between each one, is what your literacy block may look like in the beginning of the year (after all of the Daily 5 choices have been taught). The charts on the next few pages show what a typical literacy block will look like about 8-12 weeks into the school year. </span><br />
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<span style="font-size: large;">There are also two non-negotiables that I think are important to mention. Each day, it is suggested that students must do Read to Self and Work on Writing. Students do enjoy choosing the order they complete these in, and they also get to choose a different Daily 5 activity for their other round. If time permits, students can choose from the other choices as well. </span><br />
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<span style="color: purple; font-size: large;"><b>What About CAFE?</b></span><br />
<span style="font-size: large;"><u>CAFE</u> is the title of Boushey and Moser's book that complements <u>The Daily 5</u> (both editions). If you are familiar with CAFE, you know it includes focused strategies for comprehension, accuracy, fluency and expanding vocabulary. These lessons take place in whole group sessions and small group/individual sessions. CAFE holds the content for what skills/strategies should be taught within the framework of The Daily Five. When the students are working on Daily Five activities, the teacher is also incorporating these strategies in small reading reading groups or individual conferences. I suggest you go to The Daily CAFE site to learn more about this. Or, better yet, buy the book. The "Sisters" created the CAFE. </span><br />
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<span style="font-size: large;">The beauty of The Daily 5 framework is that each section of your literacy block can stand alone. With all sorts of schedules that we have, we don't all have a two-hour uninterrupted literacy block. Each section consists of a focused literacy lesson, followed by a round of Daily 5. You can easily do a section, then go to a special (or lunch, etc.), come back and do another section. I think that's genius! I love the flexibility this framework offers.</span><br />
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<span style="color: purple; font-size: large;"><b>So, What Now?</b></span><br />
<span style="font-size: large;">Please answer the following questions (either in a comment or link up your blog-directions are below):</span><br />
<span style="font-size: large;">*By the way, this is my FIRST time having a linking up option, so please link up if you have a blog. If I have one link-up, I will be thrilled :)!</span><br />
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<span style="font-size: large;"><b>1. What should we know about you?</b></span><br />
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<span style="font-size: large;"><b>2. How did you hear about The Daily 5?</b></span><br />
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<span style="font-size: large;"><b>3. What experience do you have with implementing The Daily 5? If you are not currently implementing it, do you plan to try this year?</b></span><br />
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<span style="font-size: large;"><b>4. Does what you have your students do, during your literacy block, resemble the "before" or "after" description of Boushey and Moser's classrooms?</b></span><br />
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<span style="font-size: large;"><b>5. What is one thing you read about, in Chapter 1, that you think is most worth remembering?</b></span><br />
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<span style="font-size: large;"><b>6. What is one change you are ready to make in your teaching?</b></span><br />
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<span style="color: purple; font-size: large;"><b>Fun Stuff:</b></span><br />
<span style="font-size: large;">As a thanks to you for joining this book club, check out the helpful websites and FREEBIE I linked up for you.</span><br />
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<span style="font-size: large;">*<span style="color: blue;"><b><a href="http://www.thedailycafe.com/">The Daily CAFE</a></b> (the "</span></span><span style="color: blue; font-size: large;">official" website for Daily 5 and CAFE)</span><br />
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<span style="font-size: large;"><b>*</b><a href="http://www.youtube.com/watch?v=oT1MMgzILDI"><span style="color: purple; font-weight: bold;">Daily 5 and CAFE video </span><span style="color: blue;">(see it in action)</span></a> </span><br />
<span style="font-size: large;"><span style="color: blue;">There are a lot more videos you can check out on youtube!</span></span><br />
<span style="font-size: large;">*<b style="color: purple;"><a href="http://www.teacherspayteachers.com/Product/Daily-Five-Posters-and-Editable-Anchor-Charts-Bright-Chevron-on-White-776214">Daily 5 Posters and Editable Charts (FREE on TPT)</a>-created by Sister Teachers East Coast</b></span><br />
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<a href="http://www.teacherspayteachers.com/Product/Daily-Five-Posters-and-Editable-Anchor-Charts-Bright-Chevron-on-White-776214"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipVKVtEk6R6wlwb5Wa91IRaw3uwOOwKQ4FBK6EAND8lmun8w0_SPmiIcXCEZr0TdVwRl4P6o7wPC2Qn0lt7PtmaG2f21FKrlW8cr3cwIvcr5PbCeMWsCNfa6f1nyp5PRZG0h1SSYJ3mUSl/s1600/Screen+Shot+2014-03-15+at+8.49.50+PM.png" /></a></div>
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<span style="font-size: large;"><span style="color: blue;">(everything offered that is Daily 5 or CAFE related needs to be FREE) </span></span><br />
<span style="font-size: large;"><span style="color: blue;">You can find many more FREE products like this on TPT too!</span></span><br />
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<span style="font-family: inherit; font-size: x-large;">Either leave a comment, or link up if you have your own blog! </span><br />
<span style="font-size: x-large;"><span style="font-family: inherit;">If </span>linking<span style="font-family: inherit;"> up, please put <span style="color: blue;">"Daily 5 Book Club- Chapter 1"</span> in your blog title, and use the 1st image from the top of my post somewhere in your post. Thanks!!!</span></span><br />
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<span style="color: purple; font-size: large;"><b>Get Ready for Next Week: Read Chapter 2!</b></span><br />
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<span style="font-size: large;"><br /></span><span style="font-family: inherit; font-size: xx-small;">Clipart by Thistlegirl Designs, border by Jen Jones at Hello Literacy</span><br />
<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com6tag:blogger.com,1999:blog-3930050014304659159.post-89023574671211200892014-03-09T21:22:00.000-04:002014-03-09T21:23:40.936-04:00Mentor Monday Linky-Analyzing Characters<div class="separator" style="clear: both; text-align: center;">
<a href="http://www.thereadingtutorog.blogspot.com/2014/03/mentor-monday-linky-31014-analyzing.html"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6mmWwzI-q2kGU2qWY41INgubVJRuWoYV3JXY5ZpqTVQ8bdyrIG-dlLNRQTPiBkPdHru7W_7am81O3THj95DkvoDHcVhYtlXlXANZIzpRSswwj4i0dZNAlR7RuqUmwkPqXXmxNJshs2pQK/s1600/Monday+Mentor+3:10.jpg" height="320" width="308" /></a></div>
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<span style="font-family: inherit; font-size: x-large;">This week, my friend Wendy, from <a href="http://readwithmeabc.blogspot.com/">Read With Me ABC</a>, is guest blogging for Emily at The Reading Tutor/OG. Analyzing characters is the topic, and this is one that very timely for me since my first graders are currently working on this. </span><br />
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<span style="font-size: x-large;"><span style="font-family: inherit;">We just created a chart in my first grade classroom that describes how readers analyze character traits. The "outside" traits </span>are the ones we can see with our eyes. The "inside" traits are the ones we have to infer through a character's actions and dialogue. When discussing both "inside" and "outside" character traits with my students, they said that they like finding evidence for the "inside" traits because they have to do more thinking. They are so smart! </span><br />
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<span style="font-size: x-large;">Tomorrow, we will continue our analysis of Horton from both "Horton Hatches the Egg" and "Horton Hears a Who" as we gather evidence from each text to analyze his character traits. </span><br />
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<span style="font-size: x-large;"><span style="font-family: inherit;">Aside from Horton, here are two of my favorite characters that I believe every primary teacher needs to become </span>familiar<span style="font-family: inherit;"> with:</span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaNZTVhtLhK_veMfpkeD41rZ_Jgc7tgsbD5lyGzupx5zPFWDUgmNRqAlMy-B_DTRAQc51c__O4gjMlF1f-qhMqB4b7L9pDfzsBDAtxtZLDgBI7Q3gTSNf0JofnDD3KnVhKvBDfhsKShU_f/s1600/Screen+Shot+2014-03-09+at+9.01.16+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaNZTVhtLhK_veMfpkeD41rZ_Jgc7tgsbD5lyGzupx5zPFWDUgmNRqAlMy-B_DTRAQc51c__O4gjMlF1f-qhMqB4b7L9pDfzsBDAtxtZLDgBI7Q3gTSNf0JofnDD3KnVhKvBDfhsKShU_f/s1600/Screen+Shot+2014-03-09+at+9.01.16+PM.png" height="200" width="193" /></a></div>
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<span style="font-size: x-large;"><span style="font-family: inherit;">Scaredy Squirrel is a very anxious and very </span>lovable<span style="font-family: inherit;"> character from the Scaredy Squirrel series by Melanie Watt. He is scared about EVERYTHING, and he rarely leaves his tree for fear of the unknown. My colleague, Lisa, introduced this, as the series below, to me. Your students will LOVE Scaredy Squirrel and will connect with him!</span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKxBavDwUltCvTC5u7OztjEouN-3BuGNlqlUgoKo6_HEFt8c2Bk_YGVUGIlCRWiCzbkO_Aa2Vs0o_cwGMkPLSYOe7hZcjuhKLubLKMEnMuQazR28cw1cylisd9j5lo57AugfMw8v1S8dtR/s1600/Screen+Shot+2014-03-09+at+9.04.37+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKxBavDwUltCvTC5u7OztjEouN-3BuGNlqlUgoKo6_HEFt8c2Bk_YGVUGIlCRWiCzbkO_Aa2Vs0o_cwGMkPLSYOe7hZcjuhKLubLKMEnMuQazR28cw1cylisd9j5lo57AugfMw8v1S8dtR/s1600/Screen+Shot+2014-03-09+at+9.04.37+PM.png" height="200" width="170" /></a></div>
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<span style="font-size: x-large;"><span style="font-family: inherit;">Chester is another character in a series also by Melanie Watt. He is </span>mischievous and full of himself, but so funny! He and Melanie Watt actually go against each other in these books. Your students will be fascinated with his antics!</span><br />
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<span style="font-size: x-large;">I am so thankful to my colleague, Lisa, for introducing me to these two amazing characters! </span><br />
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<span style="font-size: x-large;">I can't wait to learn about other great characters. Don't forget to link up using the link at the beginning of this post. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWptW0NH3aPcqoKeR7kUln2fjcoEFv70zxniyrVXaLv0JUejrcQD4rNQjrV52Q5rbfEe12cheMDenoyTOyi9PM0z4pOPjthPuvOP3_ySZ2CafkjhXpKTnaLy8jyljIIBdLk3c3st4EJrUl/s1600/Daily+5.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWptW0NH3aPcqoKeR7kUln2fjcoEFv70zxniyrVXaLv0JUejrcQD4rNQjrV52Q5rbfEe12cheMDenoyTOyi9PM0z4pOPjthPuvOP3_ySZ2CafkjhXpKTnaLy8jyljIIBdLk3c3st4EJrUl/s1600/Daily+5.jpg" height="200" width="200" /></a></div>
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<span style="font-size: x-large;">In one week, I will be hosting an online book club for "The Daily Five", Second Edition. Don't forget to order your copy today, and check back next Monday. I'm excited!</span><br />
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<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com3tag:blogger.com,1999:blog-3930050014304659159.post-42245625015461261892014-02-25T19:55:00.001-05:002014-02-25T19:55:49.925-05:00Mark Your Calendars....The Daily 5 (Second Edition) Book Club to Start Soon!<span style="font-size: large;"><span style="font-family: inherit;">If you know me personally (or professionally), you know that I LOVE to read. One of my passions is reading professional texts (yes, I'm quite a teacher nerd). A few years ago, I led a "real life" book club for my colleagues, and it was focused on </span><u style="font-family: inherit;">The Daily 5, First Edition</u><span style="font-family: inherit;"> by Gail Boushey and Joan Moser. </span></span><br />
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<span style="font-size: large;"><span style="font-family: inherit;">I discovered this book a few years before that book club, and I fell in love with it. It </span>literally became a central structure to my teaching day, and it has truly changed the way I teach. <span style="font-family: inherit;">The book club was awesome because it gave us a chance to discuss and share ideas about each chapter. We still talk about this book at my school.</span></span><br />
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<span style="font-size: large;"><span style="font-family: inherit;">In the few years since that book club, I've continued on my journey to use the Daily 5 structure in the literacy block. This first edition has become somewhat of a lifesaver to me and to many of my close teacher friends. Last year, I had the opportunity to take the Daily 5/CAFE grad course, and the information from that course clarified so much. I am THRILLED that the second edition is here...hello, Math Daily 3! </span></span><br />
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<span style="font-size: large;">Since I am now a very busy mom, wife and teacher, I felt it would be way easier to continue my passion for hosting professional book cl<span style="font-family: inherit;">ubs, but through my blog</span><span style="font-family: inherit;">. After speaking to my friends in my PA Blogger group and some colleagues, there is definitely </span>interest<span style="font-family: inherit;">. </span></span><br />
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<span style="font-family: inherit; font-size: large;">So, with that being said, I will be </span><span style="font-size: large;">hosting an online professional book club focused on </span><u style="font-size: x-large;">The Daily 5, Second Edition</u><span style="font-size: large;"> (I devoured it, have you?) beginning on </span><span style="background-color: lime; font-family: inherit; font-size: x-large;">Monday, March 17th</span><span style="font-size: large;">. The pacing will be a chapter a week with discussion questions. I will include links to helpful information that I use and that I find. Please be sure to do the same in your comments. Some weeks, there will be guest bloggers chiming in as well.
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<span style="font-size: large;">If you are interested, you can purchase your copy here:</span><br />
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<span style="font-size: large;">Also, let me know if you are interested, either in person or send me a message (blogger group, on my blog or through email/fb). Don't forget to check back before March 17th for some Daily 5/Math Daily 3 Tips and freebies.</span><br />
<span style="font-size: large;">I hope you join us!</span><br />
<span style="font-size: large;">-Jen</span><br />
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<span style="font-size: large;"><br /></span>Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com1tag:blogger.com,1999:blog-3930050014304659159.post-3096390909437401522014-02-17T19:06:00.000-05:002014-02-17T19:08:09.935-05:00Mentor Monday Linky 2/17/14 Figurative Language<div class="separator" style="clear: both; text-align: center;">
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<span style="font-size: large;"><span style="font-family: inherit;">Emily, at </span><a href="http://thereadingtutorog.blogspot.com/2014/02/mentor-monday-linky-21714-figurative.html" style="font-family: inherit;">The Reading Tutor/OG</a><span style="font-family: inherit;">, has her Mentor </span>Monday linky once again. This week, the focus is on "figurative language". If you are a little confused about what figurative language means, or if you need a refresher, check out Wendy's post at <a href="http://readwithmeabc.blogspot.com/2014/02/figurative-language.html">Read With Me ABC</a>. She has a lovely video that explains it all!</span><br />
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<span style="font-size: large;">Although I'm not hitting all six types of figurative language in this post, I'm covering the ones I most recently taught (</span><span style="background-color: white; line-height: 21px;"><span style="font-family: inherit; font-size: large;">onomatopoeia and idioms).</span></span><br />
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<span style="background-color: white;"><span style="font-family: inherit; font-size: large;"><span style="line-height: 21px;">My favorites for </span></span><span style="font-size: large; line-height: 21px;">teaching</span><span style="font-family: inherit;"><span style="line-height: 21px;"><span style="font-size: large;"> </span><span style="color: magenta; font-size: x-large;">onomatopoeia</span><span style="font-size: large;"> (the use of "sound words"):</span></span></span></span><br />
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<span style="background-color: white;"><span style="font-size: large;"><span style="font-family: inherit;"><span style="line-height: 21px;">All "Froggy" books (by Jonathan London) have wonderful examples of onomatopoeia. The students get so excited when they read these books because of all the great examples.</span></span></span></span><br />
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<span style="background-color: white;"><span style="font-size: large;"><span style="font-family: inherit;">"Shortcut" by Donald Crews has great examples of onomatopoeia for when the train is coming. "Clackety-clickity...." and the train horn make this a </span>suspenseful<span style="font-family: inherit;"> story for little ones! Beautiful illustrations too! </span></span></span><br />
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<span style="background-color: white;"><span style="font-size: large;">These are my top picks for teaching about </span><span style="color: magenta; font-family: inherit; font-size: x-large;">idioms</span><span style="font-size: large;">. </span></span><br />
<iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="http://rcm-na.amazon-adsystem.com/e/cm?lt1=_blank&bc1=000000&IS2=1&bg1=FFFFFF&fc1=000000&lc1=0000FF&t=thafirgrablo-20&o=1&p=8&l=as4&m=amazon&f=ifr&ref=ss_til&asins=0671667440" style="height: 240px; width: 120px;"></iframe>
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<span style="background-color: white;"><span style="font-size: large;">When I was a young girl, my great aunt had a copy of this book at her house. Can you believe it is written by the guy who played Herman Munster from The Munsters? There may be some pages that are not so appropriate for young children (like the head on the beer), but it so funny and filled with awesome idioms. I snagged a copy at a yard sale. He also wrote...
<iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="http://rcm-na.amazon-adsystem.com/e/cm?lt1=_blank&bc1=000000&IS2=1&bg1=FFFFFF&fc1=000000&lc1=0000FF&t=thafirgrablo-20&o=1&p=8&l=as4&m=amazon&f=ifr&ref=ss_til&asins=0671667416" style="height: 240px; width: 120px;"></iframe>. I don't have this one, but it also looks like fun!</span></span><br />
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<iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="http://rcm-na.amazon-adsystem.com/e/cm?lt1=_blank&bc1=000000&IS2=1&bg1=FFFFFF&fc1=000000&lc1=0000FF&t=thafirgrablo-20&o=1&p=8&l=as4&m=amazon&f=ifr&ref=ss_til&asins=0140565337" style="height: 240px; width: 120px;"></iframe>
<iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="http://rcm-na.amazon-adsystem.com/e/cm?lt1=_blank&bc1=000000&IS2=1&bg1=FFFFFF&fc1=000000&lc1=0000FF&t=thafirgrablo-20&o=1&p=8&l=as4&m=amazon&f=ifr&ref=ss_til&asins=0142501492" style="height: 240px; width: 120px;"></iframe>
<iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="http://rcm-na.amazon-adsystem.com/e/cm?lt1=_blank&bc1=000000&IS2=1&bg1=FFFFFF&fc1=000000&lc1=0000FF&t=thafirgrablo-20&o=1&p=8&l=as4&m=amazon&f=ifr&ref=ss_til&asins=0142407143" style="height: 240px; width: 120px;"></iframe><br />
<span style="background-color: white;"><span style="font-size: large;"><span style="font-family: inherit;">You can't beat these Tedd Arnold books for a great laugh! The poor little boy thinks he is falling apart because he doesn't understand the many expressions he hears others say. My </span>students<span style="font-family: inherit;"> and my own children LOVE these books. </span></span></span><br />
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<span style="background-color: white;"><span style="font-size: large;">Of course, Amelia Bedelia books are excellent for teaching about idioms too. My friend, Wendy, posted about them on her blog post at <a href="http://readwithmeabc.blogspot.com/2014/02/figurative-language.html">Read With Me ABC</a>.</span></span><br />
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<span style="background-color: white;"><span style="font-size: large;"><span style="font-family: inherit;">If you have some good mentor texts to share that teach </span>figurative<span style="font-family: inherit;"> language, head on over to <a href="http://thereadingtutorog.blogspot.com/2014/02/mentor-monday-linky-21714-figurative.html">The Reading Tutor/OG</a> and link up!</span></span></span>
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<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com3tag:blogger.com,1999:blog-3930050014304659159.post-49628981024741236102014-01-21T09:22:00.000-05:002014-01-21T09:22:23.551-05:00Small Moment Writing Mentor Text Linky<span style="font-size: large;">Well, today was supposed to be a regular school day. However, it is now another snow day. We've had so many (some for snow, some for predicted snow and some for freezing cold temperatures). So, goodbye spring break! Anyhow, I'm taking this precious time to do some things I needed to get done (and finally get back into the swing of blogging). </span><br />
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<span style="font-size: large;">I stumbled upon this Mentor Text linky by <a href="http://thereadingtutorog.blogspot.com/2014/01/mentor-monday-linky-12014.html">Emily @ The Reading Tutor OG</a>, as I was checking out my friend's blog at <a href="http://readwithmeabc.blogspot.com/">Read With Me ABC</a>. I love using mentor texts, and I'm always looking for more tried and true texts to use with my first graders.</span><br />
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<a href="http://thereadingtutorog.blogspot.com/2014/01/mentor-monday-linky-12014.html"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgXCNGr19eOGu4MZnSsadSSDvAwnYqeUS8h6cKHvjE0k9TSDFzmM2_QYbIFjer2dGo4rgPstkqAS7W8S7ZCeJclBPaoUuxZtXW_nP_tkpaSSrdxP10OzVEGDtQuddeLY8N-wD3R0hGHgb20/s1600/MentorMondayButton1-20.png" height="320" width="319" /></a></div>
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<span style="font-size: large;">This year, I used the mentor text suggested by Lucy Calkins in her Narrative Writing unit of study. It is called <u>Night of the Veggie Monster</u> by George McClements. Calkins references this particular book throughout this unit of study. Since it was included in the package, I thought, "Why not?".</span><br />
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<span style="font-size: large;">The kids and I LOVED this text!!!! It is about a little boy who does not like to eat vegetables. One night, his parents served him peas, and the little boy turned into a veggie monster (he threw a tantrum). This text is so descriptive and just brings this story alive. It's such a great way to teach so much about personal narrative writing (bringing writing to life in words and pictures, small moment writing, word choice, paying attention to how writing looks/is read, etc.). </span><br />
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<span style="font-size: large;">So, if you haven't done so, head on over to The Reading Tutor OG (click on green Mentor Monday button above) to join the linky and/or to get some great mentor text ideas.</span><br />
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<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com3tag:blogger.com,1999:blog-3930050014304659159.post-50793173735145507152014-01-20T21:36:00.000-05:002014-01-20T21:36:16.138-05:00Flash Freebie....A Close Reading Book Look on a "Who Would Win?" Book<span style="font-size: x-large;">I should be finishing lessons plans, but...I just finished a 33-page Book Look based on the book titled <u>Who Would Win? Polar Bear vs Grizzly Bear</u> by Jerry Pallotta (we LOVE these books)! It is currently FREE, so head on over to TPT to download it! </span><br />
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<span style="font-size: x-large;"><a href="http://www.teacherspayteachers.com/Product/Who-Would-Win-Polar-Bear-vs-Grizzly-Bear-A-Close-Reading-Book-Look-1070602"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixH-H66IETOYajjR6kyY2IAmyrXCzJOAhN3KH3ilRWJqHoOPXXPuMA4jCPvishg4Yx1S-5UuZ-SO1xLufhn5aPUpaAjHsBAxO7K9g-9nDlIm5-4b-MmjyMbxJ8V4PrMz44dhWMrxVE9m03/s1600/Screen+Shot+2014-01-20+at+8.41.37+PM.png" height="153" width="200" /></a></span></div>
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<span style="font-size: x-large;">Do you use this series in your classroom? My first graders and I absolutely love them! When I was looking at the January Scholastic book order, I noticed that this one was a <a href="http://store.scholastic.com/microsite/storia/about">Storia</a> ebook. Since this Friday is Teddy Bear Day in our school, I thought this would be a great book to focus on this week. </span><br />
<span style="font-size: x-large;">I'd love to hear how you use them in your classroom!</span><br />
<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com0tag:blogger.com,1999:blog-3930050014304659159.post-56721177565591600912014-01-14T20:33:00.002-05:002014-01-14T20:33:56.990-05:00January Writing Paper Freebie!!!<span style="font-family: inherit; font-size: large;">Happy New Year!!!!</span><br />
<span style="font-family: inherit; font-size: large;">It's been a while since my last post, but it's all good! Teaching, as we all know, gets super busy (and so does life with 3 little kids). I just uploaded a January themed paper pack to TPT, and it is currently <span style="color: lime;">FREE</span>!!! Here's a sample of what's included:</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1vbNusqr3JYF7y1r8CC_po5aegaPwV8oM179bwL7P2sOT_VDBhnUnWgrM9inLA8t49vUvMKvGH-lfpU-_JeogpY8F_oR8n0i8M1d9nhzjCu1ZAxW-S91E-9ktNA0f6kLpZRaHnA_mKOh0/s1600/Screen+Shot+2014-01-14+at+8.30.16+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1vbNusqr3JYF7y1r8CC_po5aegaPwV8oM179bwL7P2sOT_VDBhnUnWgrM9inLA8t49vUvMKvGH-lfpU-_JeogpY8F_oR8n0i8M1d9nhzjCu1ZAxW-S91E-9ktNA0f6kLpZRaHnA_mKOh0/s200/Screen+Shot+2014-01-14+at+8.30.16+PM.png" width="177" /></a></div>
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<span style="font-family: inherit; font-size: large;">So, if your little kiddos love to write like my first graders do, run over to<span style="background-color: white;"> Teachers Pay Teachers</span> and get it soon (click on the image below to grab it now)!</span><br />
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<span style="font-family: inherit; font-size: large;"><a href="http://www.teacherspayteachers.com/Product/January-Themed-Writing-Paper-1061046"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEVwBtu7huhNbKma_DEO3ErMWt4Dalf68P-Jut3y4bmnsSeHyjowWmsgNA68B8jI7OTsp2qDguWM_FwJXO1BAN5X3UjVkBROjUOrHexzY05Bz_OXSIdODEpv2XVq68wE_GAEYFpdklAAQT/s200/Screen+Shot+2014-01-14+at+8.28.55+PM.png" width="153" /></a></span></div>
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<span style="font-family: inherit; font-size: large;"><span style="font-family: inherit;">Please leave a comment if you like the product, but don't mention that you grabbed it for free. That tends to get customers a little cranky when a product is no longer free. If you have any suggestions for future packs (I'll be working on a Feb. pack soon), send me a message.</span></span></div>
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<span style="font-family: inherit; font-size: large;">Thanks for following my little ol' blog!</span><br />
<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com0tag:blogger.com,1999:blog-3930050014304659159.post-81295247702889223012013-11-17T20:18:00.000-05:002013-11-17T20:18:08.312-05:00Thanksgiving Freebies!!!<span style="font-family: inherit; font-size: x-large;">It's been a while since my last post. I don't usually post unless I have something exciting to say or some Freebies to share. Lucky for you, I have a load of Freebies to share! </span><br />
<span style="font-family: inherit; font-size: large;">In my classroom, we've been busy finishing up our first unit of writing called "Small Moments". This is a unit from Lucy Calkins' newest writing units. These are slightly similar to her older set, but the units have a changed a bit. The best part is they are all aligned to the Common Core Standards. I created some "fancy" publishing paper for my students, and that's the first freebie. There are slight variations of the paper to meet your students' needs. Just click on the image below to get the paper for FREE! </span><br />
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<a href="http://www.teacherspayteachers.com/Product/Writing-Paper-982591"><img border="0" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfXidQ92C4gPWrzegzOYjU-nYY0qD7SyqMD8Ldfk1MJfN4fRz_xuH_BS-VEFMhVUSwust4gYyu8OyMpCSIAPlmeCYE4NnG9G-R-vLsoTDCHGbvrwwrSarpt7zLhiMh-DSBz1HFCvUJo-tb/s200/Screen+Shot+2013-11-17+at+7.37.57+PM.png" width="200" /></a></div>
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<span style="font-family: inherit; font-size: large;">We've also been learning/discussing base words (mainly verbs/action words) and endings (-s, -ing, -ed). We made a large classroom anchor chart, then we played "I Have/Who Has?". This is the first time we played it this year, and I was surprised how quickly my students picked up on it. Our science teacher used her own version of it this week too, and she said the kids really enjoyed it. You can get that FREEBIE by clicking on the image below:</span></div>
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<a href="http://www.teacherspayteachers.com/Product/I-HaveWho-Has-Action-Words-Verbs-with-s-ing-ed-Endings-982600"><img border="0" height="154" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgyX9jWGOlazMWh1ObroKcypChfcvRG4K4R6gOGWzPtNwpOzIM6ljWdXUkj38ype-vhHkH0JxYNaTM6vhMporbVhiHyTZZ3mrEH2laORCk8AD5EtDYLL7yMBend3E3eXZrMW9dwl5mfPzc4/s200/Screen+Shot+2013-11-17+at+7.40.23+PM.png" width="200" /></a></div>
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<span style="font-family: inherit; font-size: large;">Last, but not least, are some Thanksgiving related graphic organizers that focus on learning about Pilgrim children. We read </span></div>
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<iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="http://rcm-na.amazon-adsystem.com/e/cm?lt1=_blank&bc1=000000&IS2=1&bg1=FFFFFF&fc1=000000&lc1=0000FF&t=thafirgrablo-20&o=1&p=8&l=as4&m=amazon&f=ifr&ref=ss_til&asins=0439812208" style="height: 240px; width: 120px;"></iframe> <span style="color: #e69138; font-family: inherit; font-size: x-large;">and</span><span style="font-family: inherit; font-size: large;"> </span></div>
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<iframe frameborder="0" marginheight="0" marginwidth="0" scrolling="no" src="http://rcm-na.amazon-adsystem.com/e/cm?lt1=_blank&bc1=000000&IS2=1&bg1=FFFFFF&fc1=000000&lc1=0000FF&t=thafirgrablo-20&o=1&p=8&l=as4&m=amazon&f=ifr&ref=ss_til&asins=0590480537" style="height: 240px; width: 120px;"></iframe>
<span style="font-family: inherit; font-size: large;">Both books are fantastic for teaching what life was really like as a Pilgrim child. My students loved these books, and were amazed at how hard the Pilgrim children had to work. After reading these books, we created a tree map on a large chart paper to show what we learned about Pilgrim children. We also compared ourselves to a Pilgrim boy and girl. Click on the image below to get all of these graphic organizers for free. They won't be free for long, so hurry up! And, as always, if you leave feedback, please don't mention that you downloaded any of these for free. In the future, they won't be free, and that can upset buyers. Thanks!!!</span></div>
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<a href="http://www.teacherspayteachers.com/Product/Pilgrim-Comparison-and-Pilgrim-Children-Can-Have-Are-Tree-Map-982576"><img border="0" height="249" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEinl-6bfVlT5gZ-G-VAUVE25cgOnPeF3QI5DPquwgBzwAm23ZkrPnhU0LxY-IEkhuG66THYwf_rvd8d9Fr-rZiHJvFdfdVEhl7XC7Od-kuqiMBOK0JxTcczQOjun8PBK_WQOLg8DZHkpRzh/s320/Screen+Shot+2013-11-17+at+7.39.57+PM.png" width="320" /></a></div>
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<img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com0tag:blogger.com,1999:blog-3930050014304659159.post-11547210754755386302013-10-06T13:18:00.000-04:002013-10-06T13:34:35.753-04:00Mentor Text Linky and a Flash Freebie<span style="font-family: inherit; font-size: large;">I'm linking up with <a href="http://collaborationcuties.blogspot.com/2013/10/the-pain-and-great-one-different.html" style="background-color: white;"><span style="color: magenta;">Collaboration Cuties</span></a> for a "Must Read Mentor Text" Linky. What a great idea! I absolutely love to read and collect children's books, and I'm always looking for new ideas.</span><br />
<span style="font-family: inherit; font-size: large;">Here is my recommendation:</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIZbIsTP9WzKj_a_OMt-N70MperWm2VeI1H8FPhLbGXUBug3IiSDSi7V0oZBnLU8Q5xcr4PWTjFiQBOVkDychZqEq_enQzadXYc8Jb7WTT9wyBmwUzpa-U0Try0Bmeoz4pwvRBUqq2fq8e/s1600/Screen+Shot+2013-10-06+at+11.56.44+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIZbIsTP9WzKj_a_OMt-N70MperWm2VeI1H8FPhLbGXUBug3IiSDSi7V0oZBnLU8Q5xcr4PWTjFiQBOVkDychZqEq_enQzadXYc8Jb7WTT9wyBmwUzpa-U0Try0Bmeoz4pwvRBUqq2fq8e/s320/Screen+Shot+2013-10-06+at+11.56.44+AM.png" width="305" /></a></div>
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<span style="font-family: inherit;"><span style="font-size: large;"> This fun and relevant story is about a little boy, named Josh, who loves to tattle all the time. All of his tattling gets on everybody's nerves, and he soon finds himself with no friends. His mother warns about a disease that tattlers get, and it's called "Tattle Tongue". Josh is worried about this, so he doesn't tattle anymore, even when someone is in danger. At night, Josh is visited by the "Tattle Prince", and he teaches Josh the difference between a tattle and a warning. He also teaches Josh the four tattle rules. Eventually, Josh learns the difference and knows when to tell an adult and when to let it go. </span></span><br />
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<span style="font-family: inherit;"><span style="font-size: large;">I read this story to my first graders, and they loved it. Tattling began early this year, so I wanted to read this to them so we could connect to it and reference it throughout the year. It is so relevant to young children! I bought an Tattle Tongue mini unit on TPT created by <a href="http://www.teacherspayteachers.com/Product/Bad-Case-of-Tattle-Tongue-Mini-Unit-257812"><span style="color: magenta;">Candace Savage</span></a> (click on her name to see unit). I also made a free Tattle Tongue pledge paper (click on that link to grab it). </span></span><br />
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<a href="http://www.teacherspayteachers.com/Product/A-Bad-Case-of-Tattle-Tongue-Pledge-913185"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4Yhyj0aeNx_L2Exoef2ika1Ffu0UZmxNIBBg8M6jX2QWVJJ9DBCgD_gYa9d8QfXnxu0iINblvy-Yssuea8b25tIPCMojhK_VTKkxDrhX-quVI7UZN_JleoqNLY-6RlHlsgMGXxS3SHfg-/s200/Screen+Shot+2013-10-06+at+1.31.34+PM.png" width="151" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfArC03TvVeTlTZzB9wrs-ZAAR2QFIXO2iWsujeThvQjrx4TgVZBFTYUjC1RpMg1tsXbviBRYF-79qaiRhQND_s2cuSlGPQ_WO8Vjy2RIbcUmSjES5OabPWummWo5k92BbzlrGgaGhTyBd/s1600/Screen+Shot+2013-07-15+at+2.00.26+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="147" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfArC03TvVeTlTZzB9wrs-ZAAR2QFIXO2iWsujeThvQjrx4TgVZBFTYUjC1RpMg1tsXbviBRYF-79qaiRhQND_s2cuSlGPQ_WO8Vjy2RIbcUmSjES5OabPWummWo5k92BbzlrGgaGhTyBd/s320/Screen+Shot+2013-07-15+at+2.00.26+PM.png" width="320" /></a></div>
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<span style="font-family: inherit;"><span style="font-size: large;">As a treat for reading this post, I've updated/fixed up my Nonfiction Reading Response Packet, and it's currently FREE for a limited time. Grab a copy NOW! Click on product image below.</span></span><br />
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<a href="http://www.teacherspayteachers.com/Product/Nonfiction-Reading-Responses-for-Grades-1-3-Common-Core-Aligned-636385"><img border="0" height="153" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigERC45sfGdOoastcMIz-r9xH7kC0zAxdbqxkR_QtLHxMbtZRq6RPOw0wv4ByiAIMg9WMZjOhn2mIHEO7OHGPXiFeqrAVjvxIwm2ug9DbU2CFKeAny06VZBo00wV-IBDb-N-O94ehKJq1o/s200/Screen+Shot+2013-10-06+at+1.01.56+PM.png" width="200" /></a></div>
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<span style="font-family: inherit;"><span style="font-size: large;">And, if you'd be so kind, I have 2 simple requests...</span></span><br />
<span style="font-family: inherit;"><span style="font-size: large;">#1 I've lost all my bloglovin' followers this past week when I switched from a .com address back to the free .blogspot.com address. Please follow me on bloglovin' (see icon on right side of my blog)so I can get my follower number up again.</span></span><br />
<span style="font-family: inherit;"><span style="font-size: large;">#2. If you leave a comment about my product on TPT, don't mention that you got it for free. It does tend to get buyers upset when it becomes a paid item. And, since it is free, please contact me with any issues before leaving a negative comment. </span></span><br />
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<span style="font-family: inherit;"><span style="font-size: large;">Thanks so much!</span></span><img src="http://i1064.photobucket.com/albums/u378/designbychristi/blogs/firstsig.png" />Anonymoushttp://www.blogger.com/profile/10754666670284458363noreply@blogger.com2