Thinking About the daily 5 - Chapter 1

1.  On pages 4-6, the authors present two different pictures of their classrooms. In thinking about and reflecting on your own practice, how would you characterize your literacy block? Does it look more like the first or second scenario, or is it somewhere in between? How will you change it?
These three pages are what drew me into this book.  Although I have taught for 10 years, this year was my first year teaching only first grade ELA.  After renewing my acquaintance with phonics, I spent several frustrating months trying to figure out how to "do" centers to allow myself time to "do" guided reading groups.  Seems I should have figured out earlier that me doing everything really wasn't teaching my scholars to be independent.  So when I read these three pages, I had one of those "duh" moments.  How will I change?  Number 1 priority:  helping each of my scholars engage in "independent, meaningful reading practice" every day.


2.  The typical teacher is very busy having students do lots of different activities. How is what you are having students do now in your classroom creating quality readers and writers? 
Things that work:

• Reading every day
• Partner reading
• Read alouds - and discussions about what we read
• Independent reading time - although it needs more structure
• Readers' Theater
• Journal Writing
• Using graphic organizers, charts, tables, etc. to think about what we read
• Sharing Chair - for favorite books and writing

3.  What sets the Daily 5 structure apart from what you are doing in your classroom?
The intensive focus on modeling and practicing until the behaviors become habit.  Like the authors early on, I tended to think that teaching behaviors was something you could do once or twice and the scholars would know it and do it.  I am excited to see the results of very focused modeling and practice.