Wow, back home in NZ after 6 weeks away in the States.What an amazing time. One of the highlights was definitely the "Daily 5' and "Cafe" workshops. These workshops both challenged and reaffirmed my thinking about students and their learning. The research that sits behind these structures ensures that students needs are paramount.
The Two sisters were dynamic in their presentation and made me want to research more. I am highly motivated and look forward to getting back into the classroom to put my learning into practice.
The following are the notes I took during the workshops.
DAILY 5 WORKSHOP
Daily 5 framework.
As educator job is to put yourself out there.
Learning model stand/turn/ high five/
What are the rest of the students doing?
Development of the Daily 5 framework.
Started with All about choice that students have.
WORKSHOP: Nancy Atwell - about the workshop model. Start with focus lesson a large response time and then a sharing time.
What if taught kids to be independent ?
Daily 5 is a workshop model but it is more than one workshop.
When giving students time to read and write students were making more progress.
Students began to make 2.5% growth in reading because kids spending time doing the reading.
Ultimate Goal
“It just may be that reading achievemnent is more than .. it may be that it is about the opportunity to read”
OUTLIERS - Malcolm Gladwell 10,000 hours perfecting something. More time engaged in that activity.
Spending time reading does correlate to improvement. Reading books was the best predictor of the improvement of reading.
BASKETBALL COACH- teach in the moment engage them in the game/know your kids/ giving the next step.
Kids cannot become better readers if we do not let them practice. Need to be instructing with lessons that students do not know. 20% of instruction time 80% more time reading/practice.
POWER of CHOICES
TRansitions are important for students
RESEARCH
BRAIN RESEARCH says that if use a different sound save our voices for instruction.
DAILY 5 Holds no content so any resource will fit within it as long as students are reading and writing.
INTRODUCE - 1. Read to Self then Work on writing
“TAlking in Pictures and in Words”
Kelly Gallagher - “ If we don’t write in front of our students and show them struggle in writing, they think they are missing the writing gene.”
Word Work - Kenesthetic helps to get short term to long term memory.
“Bringing words to Life “ -Isabelle Becks how to teach words to increase their vocab
“Building Academic Vocabulary”
Cindy Martin “Crafting” why learning spelling is a waste of time
Use Shower liner cut to the size shape of a table.....white board markers that then kids can practice on.
Individual words on a ring that kids can then learn...
MANAGING Giving individual
READ TO SOMEONE
LISTEN TO READING- use resources CD’s with books
Transitions
Foundation Lessons before beginning
-Three ways to Read a book let them know there are three ways to read a book.
With younger kids have books in boxes already. For older kids choose chapter books on first day and then teach ipick. Tricks with older kids to choose book and to keep on reading it. - search engine in website Sydney.
Develop Independence:
Need to teach students how to be independence- New Chunking this learning into 3 parts.
1 Teacher does
2 We do
3. Kids do.
Gradually release independence.
ASSUME NOTHING Label for the students. Create the sense of Urgency - it is the best way to get to be a better reader and it is fun. It is a magical thing.
Over the course of refining
5 behaviours start on first day. First two behaviours. Tell them that that independece is that you will be reading independently. To do this you will be Reading the whole Time and you will stay in the same spot. While you are doing that I will be coaching you to get better at reading.
John Hatty -”Visible Learning”
Need a barometer that works best -Barometer of Influence
Impact of management.
Step 4 of 10 steps of Independence
showing what it looks like.
Let kids know what is a good example “ will this make John a better reader?”
Step 5
model a least desirable behaviour.
ASk “ if judy is reading like this will that make her a better reader”
Students need to see examples of good and bad examples.
Working on building muscle memory of non-example behaviour.
Then get whole class to show the right behaviour.
LAbelling and talking and showing them exactly what they need to do. If we can teach the kids eactly what they need to know.
Muscle memory shows how it feels.
CHUNK 3
Step 6 - place students around the room. Teacher sets students up around the classroom. First call students a few at a time best to give a variety of where kids work best. Don’yt want to be battling their body.
Step 7 Practice to build stamina.
Step 8 Stay out of the way. When the barometer kid gives up
Check In
Did you stay in one spot 1,2, 3,or 4
Did you read the whole time 1,2, 3,or 4
The ones that you got a 1 or 2 for those are your goals tomorrow.
Do three or four times during the first day. Kids start to build muscle memory.
BUILD STAMINA
This sets Daily 5 apart from other systems.
SUPER DOG (DEX) “The Heart of a Hero.
Minutes of true Stamina- (refer to book) before introducing the next Daily.
Next daily to introduce is Work on Writing
Each of the next daily foundation lessons need to be introduced before the daily is started.
Before we teach Writing teach the stamina. Page 30 of workshop book. Model writing.
Pre -teach the foundation
Read aloud “check for understanding”
Model how they set up for activities.
To get the children to know eg Good fit books. REPEAT... REPEAT... REPEAT. .... simple lesson
Hear things a minimum of 6 times before it starts to stick. Every week keep coming back to repeating modelling. These foundations show the patterns of introducing /reviewing.
At the times kids are then independent ..ready to work on writing..check that all foundation lessons for writing.
When time comes break up and bring class together to tell class that it is so exciting they have enough stamina to work on writing.
Get out IChart. Go through independence. Do the writing in same language.
Each day more stamina with. Day 8 add choice all together. with Reading/Writing. with two the children can remember.
Children we have two rounds, and you get to choose which you do. Whichever you have chosen first you do the next second.
By doing this so early the patterns are not so engrained.
“Seven rules of engagement”
www.public.asu.edu/~diann/Resources/Readings/7%20Rules%20of%20Engagement--What's%20Most%20Important%20to%20Know%20about%20Motivation%20to%20Read.pdf
Students get choice about what they do-read, kids do not like to told what they do. More motivated when they get a choice it has huge impact on their reading. We have taught them what to do and what to do does it really matter they are more engaged. Choice is a vital part of the Daily 5.
Choose: when they get to do the Daily 5
where they work
the order they do things.
what they read.
IF YOU SLOW DOWN THE FIRST WEEKS OF SCHOOL THEN YOU HAVE INVESTED IN WHAT THEY CAN DO IT WILL SURPASS WHAT THEY ARE ABLE TO DO.
Give them a few days to get the hang of choice.....
Then tell the students we are ready to move on to the next Daily....Launch the third daily. using the
ichart which are all the same expectations.
Structure is very comfortable for students...
MERGING DAILY 5 and CAFE TOGETHER
When starting off teach all 5 page 14-workshop.
As kids start to build more stamina begin dropping off a DAily By the time they have been a school a couple of months just doing 3 Dailies. -not negotiable have to do reading and writing the other is a choice. With older students it may only be two dailys.
I have taught you ...you have practiced.....you are independent...I trust you.
children whose teachers trust them do better.
Atwell says focus lessons 7-10
Brain Rules
Can change
FOCUS LESSONS
The average number of years your child is that is the number of minutes a child can be delivered instructions ...upper level of the cortex of the brain. After this time the instructions begin to move to the lower cortex responsible for eating, sleeping, blinking.etc....
Kids might get the first part of the lesson but they do not remember the next part of the what they have learnt.
If do go over the 7 -10mins just know that you have to loop back to that learning.
Not brainstorming lessons any more
“If it’s your job to develop the mind, shouldn’t you knowhow the brain works”
Does the majority of the class need it?
What do we want out of this lesson?
If lesson is going over the 7-10 min break this up so that that it is in chunks over a day or a couple of days.
DAILY 5 is about the students you have that year and what they need.
NUMBER ONE indicator of success is vocabulary. The more they read the more vocabulary they build.
BAROMETER STUDENTS (Page 27 workshop book
5 levels of support for Barometer Students.
How can we support them
Have to put in many deposits in before we make the withdrawls.
Have to make many positives. Give lots of positives 1 each hour.
How do you give the deposits...
Once kids blow it..the red card..they have blown it for the day.
Anything we can do at beginning of the year..
Notice what kids were doing right......
Barometer kids
when noticed say to the child...I noticed that you had some difficulty about e.g staying in one spot so I am going to let you practice at MT/LUNCH.
At recess ask if he remembers what he is there for...remind him
Let him practice for no more than 3 mins. then stay out of the way.
At the end say you have done that now...if you need to practice we can use this time.
TOOLS
Choose their own spot. (-foundation piece to being able to read or write.) choose a piece of material, book box, timer- sand timer. Child needs to be independent so support until the barometer child and break it into smaller chunks.
“There is no parent who sends their worst child to school, they always send their best child.”
MATHS DAILY 3 (Check Daily 5 book)
This holds no content but is a structure which is how to bring into the maths.
Maths by myself
Maths writing
Maths with someone
Once get past the get into application level (games )
Start with:
Maths by myself: Start with an ichart same talk as Reading -
Go through 10 steps of independence.
Teach/Review a game that students might know from previous year.
Need to get materials/ play /put away can be a bit tricky
Each child has a tool kit with a notebook with the game sheets, dice, counters/ etc. for the activities.
Maths storage on search engine
In maths we are teaching students a few maths games and stamina.
“ I do, we do, you do” model
Check his other books on Amazon
Maths online just starting up.
john van de walle mathematics
The Two sisters were dynamic in their presentation and made me want to research more. I am highly motivated and look forward to getting back into the classroom to put my learning into practice.
The following are the notes I took during the workshops.
DAILY 5 WORKSHOP
Daily 5 framework.
As educator job is to put yourself out there.
Learning model stand/turn/ high five/
What are the rest of the students doing?
Development of the Daily 5 framework.
Started with All about choice that students have.
WORKSHOP: Nancy Atwell - about the workshop model. Start with focus lesson a large response time and then a sharing time.
What if taught kids to be independent ?
Daily 5 is a workshop model but it is more than one workshop.
When giving students time to read and write students were making more progress.
Students began to make 2.5% growth in reading because kids spending time doing the reading.
Ultimate Goal
“It just may be that reading achievemnent is more than .. it may be that it is about the opportunity to read”
OUTLIERS - Malcolm Gladwell 10,000 hours perfecting something. More time engaged in that activity.
Spending time reading does correlate to improvement. Reading books was the best predictor of the improvement of reading.
BASKETBALL COACH- teach in the moment engage them in the game/know your kids/ giving the next step.
Kids cannot become better readers if we do not let them practice. Need to be instructing with lessons that students do not know. 20% of instruction time 80% more time reading/practice.
POWER of CHOICES
TRansitions are important for students
RESEARCH
BRAIN RESEARCH says that if use a different sound save our voices for instruction.
DAILY 5 Holds no content so any resource will fit within it as long as students are reading and writing.
INTRODUCE - 1. Read to Self then Work on writing
“TAlking in Pictures and in Words”
Kelly Gallagher - “ If we don’t write in front of our students and show them struggle in writing, they think they are missing the writing gene.”
Word Work - Kenesthetic helps to get short term to long term memory.
“Bringing words to Life “ -Isabelle Becks how to teach words to increase their vocab
“Building Academic Vocabulary”
Cindy Martin “Crafting” why learning spelling is a waste of time
Use Shower liner cut to the size shape of a table.....white board markers that then kids can practice on.
Individual words on a ring that kids can then learn...
MANAGING Giving individual
READ TO SOMEONE
LISTEN TO READING- use resources CD’s with books
Transitions
Foundation Lessons before beginning
-Three ways to Read a book let them know there are three ways to read a book.
- Reading vessel /Book boxes- important need enough material to keep everything - when they beginning to read chapter books may take them back to desks etc but still a range.
With younger kids have books in boxes already. For older kids choose chapter books on first day and then teach ipick. Tricks with older kids to choose book and to keep on reading it. - search engine in website Sydney.
Develop Independence:
Need to teach students how to be independence- New Chunking this learning into 3 parts.
1 Teacher does
2 We do
3. Kids do.
Gradually release independence.
ASSUME NOTHING Label for the students. Create the sense of Urgency - it is the best way to get to be a better reader and it is fun. It is a magical thing.
Over the course of refining
5 behaviours start on first day. First two behaviours. Tell them that that independece is that you will be reading independently. To do this you will be Reading the whole Time and you will stay in the same spot. While you are doing that I will be coaching you to get better at reading.
John Hatty -”Visible Learning”
Need a barometer that works best -Barometer of Influence
Impact of management.
Step 4 of 10 steps of Independence
showing what it looks like.
Let kids know what is a good example “ will this make John a better reader?”
Step 5
model a least desirable behaviour.
ASk “ if judy is reading like this will that make her a better reader”
Students need to see examples of good and bad examples.
Working on building muscle memory of non-example behaviour.
Then get whole class to show the right behaviour.
LAbelling and talking and showing them exactly what they need to do. If we can teach the kids eactly what they need to know.
Muscle memory shows how it feels.
CHUNK 3
Step 6 - place students around the room. Teacher sets students up around the classroom. First call students a few at a time best to give a variety of where kids work best. Don’yt want to be battling their body.
Step 7 Practice to build stamina.
Step 8 Stay out of the way. When the barometer kid gives up
Check In
Did you stay in one spot 1,2, 3,or 4
Did you read the whole time 1,2, 3,or 4
The ones that you got a 1 or 2 for those are your goals tomorrow.
Do three or four times during the first day. Kids start to build muscle memory.
BUILD STAMINA
This sets Daily 5 apart from other systems.
SUPER DOG (DEX) “The Heart of a Hero.
Minutes of true Stamina- (refer to book) before introducing the next Daily.
Next daily to introduce is Work on Writing
Each of the next daily foundation lessons need to be introduced before the daily is started.
Before we teach Writing teach the stamina. Page 30 of workshop book. Model writing.
Pre -teach the foundation
Read aloud “check for understanding”
Model how they set up for activities.
To get the children to know eg Good fit books. REPEAT... REPEAT... REPEAT. .... simple lesson
Hear things a minimum of 6 times before it starts to stick. Every week keep coming back to repeating modelling. These foundations show the patterns of introducing /reviewing.
At the times kids are then independent ..ready to work on writing..check that all foundation lessons for writing.
When time comes break up and bring class together to tell class that it is so exciting they have enough stamina to work on writing.
Get out IChart. Go through independence. Do the writing in same language.
Each day more stamina with. Day 8 add choice all together. with Reading/Writing. with two the children can remember.
Children we have two rounds, and you get to choose which you do. Whichever you have chosen first you do the next second.
By doing this so early the patterns are not so engrained.
“Seven rules of engagement”
www.public.asu.edu/~diann/Resources/Readings/7%20Rules%20of%20Engagement--What's%20Most%20Important%20to%20Know%20about%20Motivation%20to%20Read.pdf
Students get choice about what they do-read, kids do not like to told what they do. More motivated when they get a choice it has huge impact on their reading. We have taught them what to do and what to do does it really matter they are more engaged. Choice is a vital part of the Daily 5.
Choose: when they get to do the Daily 5
where they work
the order they do things.
what they read.
IF YOU SLOW DOWN THE FIRST WEEKS OF SCHOOL THEN YOU HAVE INVESTED IN WHAT THEY CAN DO IT WILL SURPASS WHAT THEY ARE ABLE TO DO.
Give them a few days to get the hang of choice.....
Then tell the students we are ready to move on to the next Daily....Launch the third daily. using the
ichart which are all the same expectations.
Structure is very comfortable for students...
MERGING DAILY 5 and CAFE TOGETHER
When starting off teach all 5 page 14-workshop.
As kids start to build more stamina begin dropping off a DAily By the time they have been a school a couple of months just doing 3 Dailies. -not negotiable have to do reading and writing the other is a choice. With older students it may only be two dailys.
I have taught you ...you have practiced.....you are independent...I trust you.
children whose teachers trust them do better.
Atwell says focus lessons 7-10
Brain Rules
Can change
FOCUS LESSONS
The average number of years your child is that is the number of minutes a child can be delivered instructions ...upper level of the cortex of the brain. After this time the instructions begin to move to the lower cortex responsible for eating, sleeping, blinking.etc....
Kids might get the first part of the lesson but they do not remember the next part of the what they have learnt.
If do go over the 7 -10mins just know that you have to loop back to that learning.
Not brainstorming lessons any more
“If it’s your job to develop the mind, shouldn’t you knowhow the brain works”
Does the majority of the class need it?
What do we want out of this lesson?
If lesson is going over the 7-10 min break this up so that that it is in chunks over a day or a couple of days.
DAILY 5 is about the students you have that year and what they need.
NUMBER ONE indicator of success is vocabulary. The more they read the more vocabulary they build.
BAROMETER STUDENTS (Page 27 workshop book
5 levels of support for Barometer Students.
How can we support them
Have to put in many deposits in before we make the withdrawls.
Have to make many positives. Give lots of positives 1 each hour.
How do you give the deposits...
Once kids blow it..the red card..they have blown it for the day.
Anything we can do at beginning of the year..
Notice what kids were doing right......
Barometer kids
when noticed say to the child...I noticed that you had some difficulty about e.g staying in one spot so I am going to let you practice at MT/LUNCH.
At recess ask if he remembers what he is there for...remind him
Let him practice for no more than 3 mins. then stay out of the way.
At the end say you have done that now...if you need to practice we can use this time.
TOOLS
Choose their own spot. (-foundation piece to being able to read or write.) choose a piece of material, book box, timer- sand timer. Child needs to be independent so support until the barometer child and break it into smaller chunks.
“There is no parent who sends their worst child to school, they always send their best child.”
MATHS DAILY 3 (Check Daily 5 book)
This holds no content but is a structure which is how to bring into the maths.
Maths by myself
Maths writing
Maths with someone
Once get past the get into application level (games )
Start with:
Maths by myself: Start with an ichart same talk as Reading -
Go through 10 steps of independence.
Teach/Review a game that students might know from previous year.
Need to get materials/ play /put away can be a bit tricky
Each child has a tool kit with a notebook with the game sheets, dice, counters/ etc. for the activities.
Maths storage on search engine
In maths we are teaching students a few maths games and stamina.
“ I do, we do, you do” model
Check his other books on Amazon
Maths online just starting up.
john van de walle mathematics