Review The Daily Five was written by two sisters, Gail Boushey and Joan Moser. They have been teachers that have practiced teaching literacy in the United States for over 40 years. Through their experience, they developed new way of structuring literacy in the modern day classroom. The strategies they have developed follows their personalities. These sisters carry a positive and energetic personality that can spark the minds of children. As a result, the Daily Five teaching strategy was created. Gail Boushey and Joan Moser also strives to provide a learning environment where students can collaborate with the teacher to make learning significant to their everyday lives. These two sisters have also created other literacy works such as the CAFE …show more content…
The teaching strategy focuses on the student’s engagement to create reading with meaning. This reading strategy allows students to have more freedom to make their own decisions in what they read and how they read, without the teacher forcing materials upon them. As well, more time is allotted during the school day for students to engage in reading activities, instead of using traditional methods of writing paper and answering questions on a worksheet after reading a book. The Daily Five teaching strategy also strongly develops oral communication skills within students and their peers. By doing so, it creates a sense of community in the classroom that traditional teaching methods did not have. This teaching strategy allows the student to question the material they are reading, which includes their interests, ability to comprehend, and understanding vocabulary. Through the Daily Five teaching strategy, students are also able to find books that interests them, without the teacher giving them group of “leveled” books students may not personally …show more content…
However, my teacher does not follow every part of The Daily Five. The omission of some parts of this teaching strategy drove me to read this book to understand why my mentor teacher would omit parts of the learning strategy and learning will still be beneficial to the student. For example, my mentor teacher does not follow the word study portion of the Daily Five because he believes that this portion does not allow students to connect to real life situation, instead they are memorizing words with no meaning. The word study part in the Daily Five allows students to explore spelling patterns and words that are used frequently to improve their vocabulary and increase their writing
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
...tary level. Studies show a correlation between structured programs with a comprehensive systematic way of presenting curriculum is essential for helping students make progress in school). Explicit instruction is critical in teaching reading (Graves, 2004). Incorporating the CAFÉ strategies in whole group mini lessons and then allow student to participate in the Daily 5 reading activities seem to be a place where everyone is on the same page in teaching reading. The Daily 5 structure follows the characteristic of what “good literacy instruction” should be. It is consistent, and well designed in instructional routines. It has opportunities for authentic practice in reading and writing. It is highly motivated and engages students. Assessment is on going with each student and the class as a whole and learning objective build and change over time. (Teale, 2009)
While I believe every child is a reader, I do not believe every child will be enthralled with reading all the time. All students have the capability to read and enjoy reading, but just like any other hobby, interest will vary from student to student. The students in my classroom will be encouraged in their reading, be provided with choice, taught how books can take you into another world but, my students will not be forced to read. This paper will illustrate my philosophy of reading through the theories I relate to, the way I want to implement reading and writing curriculum, and the methods I will use motivate my students to read and help them become literate.
My favorite piece of reading material this week is Drawing on Text Features for Reading Comprehension and Composing. It echoes chapter 3, from our Content Area Literacy Instruction textbook. It shines a brief, but rich light on the fact that there is a huge variety of text and media resources available to teachers. The article explains how multimedia publications have the potential to draw students into learning, in ways that textbooks may not. It also mentions that sometimes presenting these different types of reading materials to students can add an additional challenge because students may need to use a new or different reading strategy in order to understand them. Typically the information is not presented as linearly
Then the teacher, and students will read the passage together, and then the teacher will ask students questions about the passage (Erekson & Optiz 2015). The students tended to become more relaxed, and at ease in reading passages. Miss Banks noticed that students who were struggling to read were sounding out the words, and they looked frustrated while they were reading. This made me realize if this reading strategy worked for them or not. The next strategy Miss Banks used is Paired Reading. Paired Reading is when two students read a reading passage from the same book. The teacher usually pairs a high reader with a lower reader to improve their literacy skills. (Erekson & Optiz 2015). Miss Banks will put each of the English Language Learners with Native English Speakers, and each student will take turns in reading a passage from a text book. The Native English Speakers seemed to become teachers while the English Language Learners seemed to become more comfortable with their classmate, and was able to comprehend and develop fluency skills. This made these students become a teacher for one another. This is a strategy that Miss Banks will embellish, and it signifies how motivated how these students benefited from one another. This is such a helpful commodity that Miss Banks will use this strategy at least twice a week in the
This article discusses the increased informational text learning requirements as outlined in the Common Core standards and provides reading strategies to increase student comprehension levels in nonfiction reading. The author notes how reading strategies for informational text comprehension differ from those taught for the fiction genre and finds that the use of informational books within a guided reading program assists primary grade students in becoming more successful readers. She gives specific strategies for teaching informational text comprehension, including question generation, picture cues, text structure analysis, use of background knowledge, and think-alouds. The author analyzed research studies that concluded that students do not prefer fiction over non fiction texts, therefore if students are offered more selection and choice when reading informational texts, and are taught how to comprehend them using proven and specific strategies, they will develop enjoyment for the genre.
The state requires middle school students to not only read informational text, but also to apply higher order comprehension skills. Many middle school students are reluctant to read informational text for several reasons: boredom, lack of appropriate skills and the actual textbook. Middle school students are going to have to learn to be dedicated, positive, find the value of informational text, use social motivation appropriately and make good choices in their learning process. Textbooks are meant to be used in classrooms today to help deepen understanding and meaning. However, only using the textbook may cause a frustration due to the lack of skill the student is able to apply. Textbooks need to be supported with a variety of resources that
From the video, it was learned that the teacher did guided reading groups and then check for the students understanding of the text. This strategy really helped William out because after a couple of months William was able to tell the teacher what he had read from the text. The teacher also encouraged the students during independent reading. During independent reading, the teacher would encourage her students to read for enjoyment. This is good because students sometimes just want to read things that interest them and not something that the teacher has left for them to read. The teacher had something that she called browsing books where students read books on their level, however, they are books that are interesting to the students. Students are encouraged to read books that are in bins that have picked out with the teacher. The teacher also uses the strategy of a literature circle. Where on this strategy the teacher works with the students and they do comprehension work together. And the students are allowed to show their work. And lastly, the teacher has a conference with the students and their parents to show the students that the teachers are there to help them
Comprehension is a process in which readers construct meaning by interacting with text through the combination of prior knowledge and previous experience, information in the text, and the stance the reader takes in relationship to the text (Pardo, 2004). As educators, we should use strategies that will build student comprehension. These strategies are called before, during, and after reading strategies. Before strategies activate the students’ prior knowledge and set a purpose for reading. During strategies help the students make connections, monitor their understanding, generate questions, and stay focused. After strategies provide students the opportunity to summarize, question, reflect, discuss, and respond to text (“Classroom Strategies,”
Two of the reading strategies I have learned this year are asking questions and visualizing. Throughout this year I have been asking questions a lot while I’m reading. This class helps me to ask questions a lot. Asking questions is when you ask questions before reading the books and when you’re stuck you can ask questions. Asking questions helps me to get better at reading. This is important because i understand the book when I ask a lot of questions. Another reading skills that I have learned is visualizing. Visualizing is what the text says and have a form of image while reading. This is important to me because I understand a lot better when I visualize and I know what’s the book is telling me .
... for teachers to choose materials that will hook students and motivate them to engage in their own learning. Teachers should provide multiple learning opportunities in which stu¬dents can experience success and can begin to build confidence in their ability to read, write, and think at higher level. By connecting strategies for learning, such as searching, compre¬hending, interpreting, composing, and teaching content knowledge, students are given the opportunity to succeed in their education. These elements include: fundamental skills such as phonemic awareness, phonemic decoding, and other word analysis skills that support word reading accuracy; text reading fluency; strategies for building vocabulary; strategies for understanding and using the specific textual features that distinguish different genres; and self-regulated use of reading comprehension strategies.
I will help my students make connections, and acquire knowledge that can be applied in meaningful ways. In addition to the internet lesson plan, there is also a writing strategy video attached. This artifact fits perfectly for standard #8 because different instructional methods are used, including reading, games, and other small activities, to help the student reach the goal of improved phonics skills and fluency. I chose Albert Bandura’s Social Learning Theory and Jean Lave and Etienne Wenger, Communities of Practice. Bndura’s theory works with both cognitive and behavioral frameworks that embrace attention, memory and motivation. His theory of learning suggests that people learn within a social context, and that learning is facilitated through concepts such as modeling, observational learning and imitation. As an educator it is important to know your student’s learning styles, as well as their background. I will develop my lessons using a variety of instructional strategies to encourage learners to develop a deeper understanding of content areas and their connections, while building skills to apply knowledge in meaningful
“Perhaps more than anything else, novels let us escape the prison of our skulls to get inside someone else’s head and experience a reality that is, as the name of the form suggests, completely and colorfully novel” (Aziz, “What Novels Teach Us”). In their classrooms, students sit in their courses ready to listen and learn. Honors students dig deep into their curriculum in order to reach their full potential. Books help prepare the students for future success. Reading is a teacher of important life lessons such as understanding other cultures, coping skills, empathy, and self-acceptance.
Furthermore, informational texts found in Reading A-Z talk about different water sources like the Mississippi River where the learner could relate too since the river crosses Minnesota. Part of the assessments done the learner indicated the dislike of reading, but through selective texts of her interest or texts that she could relate and use her background knowledge to engage on the reading would create on her motivation to read. Just as Fisher & Frey (2012) states that few readers read the introduction to know if it the text meets their needs. In order to create engagement on readers, looking at the complexity of a text as a teacher is it vital to maintain the reader joy
The writing class session I observed is a packaged program in which the students have been participating in for 5 months. They all know the routine of the reading and writing workshop and understand “the Daily 5.” The student’s movements are purposeful and there is little time wasted in transitions. The books used by students become more complicated as the students ability strengthens. At the end of the workshop, Mrs. Rammond praised those students who used their time efficiently during “the Daily 5.” She spoke directly to the students who wrote in their journals and asked them to share their entries. The students learned some new trivia about insects, practiced writing and then had some time for art.