Daily 5…..Chapter 5
PAGE 60: Increasing the following skills: The volume of reading The level of attention to reading Reading motivation Fluency Reading rate Word-attack skills The love of reading ***Helps children learn to collaborate and be flexible with PEERS***
EEKK: elbow to elbow & knee to knee I Read, You Read: partner read-sharing sentence/page/paragraph: more fluent reader begins the reading session Choral Reading: partners read the same section of the book at the same time- Reading one Book: physically sharing book-each child holds the book *Reading Different Books: students have different books: stopping to listen and check for understanding Check for Understanding: help partner self-monitor meaning of what was read.
Monitoring the loudest voice in the room…model, Model, MODEL…soft voice and expectations…what is a whisper? Can the whole class hear you or just loud enough for your partner..
Demonstrate how to check for understanding: “Remember the story we read in class?...We stopped to think about what we read…did the pictures match what we read?” After partner reads hold up a visual (wooden checkmark) to remind child to STOP & THINK…partner summarizes what reader read.
I-Chart: what it looks like-(PDSA) Read to Someone Urgency: (WHY) Helps us to become better readers, etc… Student Does:Teacher Does: (What students need (Works with to students…) do to achieve) **Post for students to see…independence & self- selecting strategies after routines are established- same style of I-Chart for listening…with different strategies **You will have a different I-Chart for each 5 tasks
Break down of 6 days of structured lesson: Day 1-model & practice EEKK, voice & check Day 2-I read, You read Day 3-How to choose a book Day 4-choosing your own classroom spot Day 5- How to choose a partner Day 6-Coaching or Time (pg. 74) FULL OUTLINE of LESSONS: page 62
Same format as “Reading to Someone” Listening to reading helps children understand new words and stories Focus lessons for listening to reading (pg. 77)