READ TO SELF
When students choose READ TO SELF, they read a book of their own choosing that is at their independent reading level. Several behaviors are taught and practiced during this task, including reading stamina and how to choose a 'just right book.' Students have the opportunity to apply comprehension strategies with the goal of becoming a better reader.
ARTIFACT #4 - Making Data-Driven Decisions: Silent Reading (Trudel, 2007). Trudel is a teacher-researcher who began to question if silent reading was really do her students any good. She began to examine the research that was already out in the world. Based on her discoveries, she implemented a program i her room which she found to greatly increase her students' participation and connections. This article supports the idea of Read to Self, but also points out teacher behaviors that should be avoided. It provides direction for a more successful implementation or the Red-to-Self component.
During WORD WORK, students "focus on spelling and vocabulary work with children, creating a richly literate environment that provides essential and often-skipped practice time" (Boushey & Moser, 2014, p. 117). Students choose from a variety of activities by which they practice words and skills based on mini-lessons and explicit vocabulary instruction provided by the teacher. The index of instructional activities in the Daily Five (Boushey & Moser, 2014) offers a wide variety for students to choose from during the Word Work portion.
ARTIFACT #5 - Bringing Words to Life : Robust Vocabulary Instruction (Beck, McKeown & Kucan, 2013). When participating in the Daily Five, students encounter many words, but this is not enough. Teachers provide clarification strategies during mini lessons, but this book suggests and gives guidance for explicit strategy instruction with criteria for selecting words for explicit instruction.
work on writing
The main purpose of WORK ON WRITING is for students to have daily writing practice. However, this is not to be confused with a Writer's Workshop set-up. While teachers can offer mini-lesson geared toward this round, they should be from a reading perspective, based on reading standards. This might include response to literature, journaling, response to a prompt, or even creation fan fiction. Regardless, the students still have the opportunity to choose and apply the strategies offered during mini lessons.
ARTIFACT #6 - Writing Instruction in Elementary Classrooms: Making the Connection to Common Core State Standards (Richards, Strum, & Cali, 2012). This fascinating article looked at common instructional practices in writing across grade levels, specifically those that succeed with students with disabilities. They found that a wide variety of strategies were being taught to students and care attention must be paid to each students' previous writing experiences. The Work on Writing component of the Daily Five offers teacher the very opportunity they need to address students' needs individually.
ARTIFACT #7 Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools (Graham & Perin, 2007). This highlights eleven research-based writing practices that are most effective in secondary classrooms. While the Daily Five doesn't focus on this group of constituents, I would be remiss to exclude the piece based on grade-level alone. It is important for teachers to know where their students are headed and the suggestions so happen to include many that are familiar in elementary classrooms - summarization, process writing, collaborative writing, prewriting, and writing strategies - just to name a few.
Read to someone
READ TO SOMEONE provides the opportunity for students to work on fluency, comprehension, and social skills. Students typically love reading with a friend and talking about a common story. Read to Someone also provides an interesting opportunity to build leadership and coaching skills in peers. Offering suggestions of reading strategies, encouraging words, and the like, become intricate part of Read to Someone in addition to practicing reading aloud.
ARTIFACT #8 - "I Don't Know What I'm Doing - They All Start with B": First Graders Negotiate Peer Reading Interactions (MacGillivray & Hawes, 1994). Very few teachers will argue that opportunities to read increase reading ability, but not as many support partner reading. However, this article identifies several benefits of partner reading highlighting that readers benefit from peer interactions about a text, they read for longer periods of time, they help each other decode, and non-readers are more motivated to pick up a book and participate. A round of Read to Someone offers students an opportunity to reap each of those benefits.
listen to reading
LiISTEN TO READING is a great time for students to listen to stories in which they are interested while hearing fluent and expressive models, exposing them to new vocabulary and proper pronunciation. It offers the chance to integrate a variety of technology, from computers, books on tape, audio books on digital readers, or CD players. Students can listen only, or listen while they read along silently, or read out load with the narrator.
ARTIFACT #9 - Comparing the Efficiency of Repeated Reading and Listening-While-Reading to Improve Fluency and Comprehension. (Hawkins et al., 2015). Not only does this article highlight the general benefits of listening to reading, its data suggests that listening while reading can actually improved fluency as repeated readings do. The same positive results were found when examining comprehension, too.