Hello hello! Happy Friday to all! It’s another hot day around here and we’re all doing what we can to stay cool. Thank you parents for following the heat index schedule all week. Next week looks like it will be cooler, so we should be back to our normal schedule on Tuesday- remember no school on Monday! How could you forget? 😉
Around here, we’ve been busy practicing our Daily 5 stamina (stamina means doing something for a long period of time). Each day we continue to practice Read to Self, and today we read for 12 minutes! Wow! Because we have been adding 1 minute on to our stamina each day, the time truly passes by fast and the kids do a great job sitting in their spots and reading the whole time. After Read to Self, they are always so excited to see if we made our reading stamina goal for the day. It’s good motivation!
Work on Writing
After we practice our Read to Self stamina, we move on to our Work on Writing stamina. Why do we write each day? TO BECOME BETTER WRITERS! 🙂
We come up with expectations together. The kids say how they should be acting and what they should look like during this time. We even come up with rules for what the teacher should be doing!
The kids know that we write each day because it’s fun, we can be creative, and it helps us become better writers. The best way to become a better write is to write more- so that’s what we do each day! The expectations are simple: get started right away, stay in one spot, and write the whole time.
We do a lot of modeling of what this looks like. Students come up to the front of the room and show us how it should look….
like this! Here is a friend showing us the correct way to get his materials, get started, and write the whole time. The class watches him do the correct model. Then, we ask him to show us the incorrect way to do Work on Writing. During this time, he might walk around the room, talk to a friend, or stare at the ceiling. The kids love this part because it’s so silly. Finally, we ask him to correct this “bad” behavior and once again show us the right way.
Watching other kids model the correct behaviors helps reinforce how we should be acting and behaving during certain times of the day.
Once we’ve modeling the behaviors and gone over the expectations, the students get their materials and practice writing!
We only practice for 3 minutes the first day. After 3 minutes, we clean up and talk about if we all followed the expectations and wrote the whole time. Then, we practice writing for 3 minutes again.
The kids know they can sit anywhere they’d like, as long as they can focus and write the whole time. (This does take practice and it’s something we work on each day- how to pick a good spot)
Each day, we add on 1 more minute of stamina. Right now, we’re writing for 7 minutes! It’s a fantastic way to become better writers and something we work hard on each day!
During Read to Self, we spend a lot of time going over how to pick good fit books for ourselves. Sometimes students want to pick a book that isn’t right for them just because they think it’s cool or it’s from a movie they like or they saw someone else reading it. It’s important they learn how to pick a book that they can understand and read independently. To solve this- let me introduce Daily 5’s I PICK method! Hooray!
As a model, I show the students 3 different books: a dictionary, a picture book, and a chapter book. I tell the students I’m trying to find a book that is a good fit for me. First I look at the dictionary. I show them all the little words and try to pronounce a few (amid giggles). 🙂
I tell them that this book doesn’t interest me and I don’t comprehend many of the words. It isn’t a good fit for me.
I move to the picture book. I quickly and easily flip through the pictures. I tell the students that even though I understand the story and know the words, it isn’t interesting to me and I don’t have a purpose to read it.
Finally we go to the chapter book. I read from a page to show the students that I comprehend the words, know the words, and am interested it in. This is a good fit book for me!
After this lesson, we talk about how different books are good fits for different people. The chapter book that was a good fit for me won’t be a good fit for them. It’s important that as we look at each book, we think about the PURPOSE of why we’re reading it, if it is INTERESTING to us, if we COMPREHEND it, and if we KNOW most of the words….. put it together and the letters spell PICK!
After reviewing how to pick good books that “fit” them, the students got a chance to go in our class library and pick their own good fit books. These are the books they practice reading with during Read to Self time.
When your child is reading at home, ask them if it is a good fit book. If they comprehend the words, know most of the words, and are interested in it, it’s a great fit for them!
Keep checking back to see all of the things we’re doing in class. Have a great, long weekend!