During this past week I began re-reading the book written by Gail Boushey and Joan Moser titled The Daily Five: Fostering Literacy Independence in the Elementary Grades. My first reading was five years ago and I decided to refresh my memory a little on some of the characteristics of using The Daily Five in the classroom.
Reading the introduction reminded me of why I like the Daily Five concept:
“We wanted to change the atmosphere in our classrooms and our own roles, from trying to “manage” students, rushing around the room putting out fires, to creating routines and procedures that fostered independent literacy behaviours that were ingrained to the point of being habits. Our goal was for all students to have internalized these expectations and shared experiences in a way that allowed for every child to become engrossed in their reading and writing.” (p9, Stenhouse Publishers, 2006)
I have fostered independence in my classroom and this year I aim to fine-tune my students’ independence. Hopefully a re-reading of this book will help me do so.
What are you reading this week? Feel free to share a few sentences from the book in the comments.
Yesterday I attended the last in a series of Teacher workshops on Assessment. In addition to the resource we received (Talk About Assessment by Damion Cooper), we were introduced to many techniques and strategies that would be useful in assessing our students’ work. Yesterday a variation of the assessment rubric was shown to us (a one point rubric showing level 3) and I am excited to begin using it.
We were also introduced to ways in which our students can show their thinking. I learned of a placemat that I had not heard of before: the Frayer model. In groups, the students fill in the different sections of the placemat and show their understanding of the concept that has been taught. At our table groups, we had the opportunity to try this out (I love it when we get to try the methods out. It gives us a chance to collaborate with our colleagues.) Our discussion was on formative assessment and our result showed that we had a good understanding of what it is. A look at another group’s work afterwards showed that our table had mostly primary teachers who liked to draw 🙂
This week I am grateful for the workshops run by the Beginning Teacher’s group for the TDSB. The sessions are always enriching, and I often learn things that I want to implement in my classroom.
I am currently doing an inquiry on structures with my class. One of the first activities was for the children to choose a structure from around the world, look for the shapes within it, and then draw what they saw. One of the choices was, of course, the Eiffel Tower.
Four children chose to replicate this well-known structure – one of whom had learned that his ancestors were from France during the Inquiry “Tout sur Moi” (All About Myself).
The drawings have been posted on the bulletin board outside my classroom and are being admired by many passers-by.
Report cards have been handed out and it is now time to meet with the parents to discuss their child’s progress. My interview schedule is full and it is important to stay as close as I can within the allotted fifteen minutes. At times I need to use a timer (it alerts the parents to the fact that their time has passed); and I keep an eye on the clock (I have positioned myself so that I can see the one on the wall).
This afternoon and evening I shall be talking until late. Afterwards meeting with all parents will be over until the next round.
Do you find meeting with your child’s teacher is useful?
My days are not quiet. During the day I hear the sound of constant chatter as children move around the classroom doing their various activities or chatting to their friends. This year I am with a group of children who find it difficult to keep quiet: on the carpet, while working, during a test. I am doing my best to teach them that working in silence means that they can work faster. Am I succeeding? Not yet – but there is hope.
The part of my day which I have learned to embrace is the quiet at the end of the day. The children have gone and the halls are empty of parents and children. The silence embraces me and I breathe a sigh of relaxation. These moments during which I tidy the classroom and organise the work to be corrected or filed, have come to be healing. When I leave the school after these moments of quiet, I am in the right frame of mind to go home and be with my family.
During the Inquiry on themselves, my students discovered where their ancestors came from. They explored their ancestral countries by using the Google App, looked through the atlas to see the shape of the country, and touched the country and its neighbours on an old-fashioned globe.
With each child I tracked the countries of their ancestors on a world map. When looking at the map afterwards, we noticed that we were a group of people who had history from all over the world.
The next step in the inquiry was for the children to find out more about one of their ancestral counrties. This they did by interviewing one of their family members. Their results were presented to me last week on poster boards and in an oral presentation.
What I noted, as I was reading the work, that many families had come to Canada for the same reason:
Many families left their countries of birth in the hopes of finding a better life for their families. One hopes that their optimism bore fruit.
The 6 and 7 year olds in my class use the alphabet in expected ways when writing. I am teaching them how to plan their writing and they are writing their ideas down in a graphic organiser.
When they write down their ideas, I encourage them to sound out the words so that they can spell them. Spelling, expression, grammer and punctuation will be corrected when they have written their rough copy.
This year at the school where I work, the administration put up a Christmas tree. The tree was decorated by the children attending the school with ornaments of the school mascot: the penguin.
The decorations brought in were home-made, factory-made, and kitchen-made (a few decorated cookies were brought in). Over time the tree filled up and was admired by all who passed the office.
Yesterday was the last day of school before the break and the tree was denuded. The oranments were given back to the children and the office lost its festive air. The children were not worried as they still felt festive – wearing pyjamas to school does encourage excitement. 🙂
In the morning we attended the school Sing-Along and sang holiday songs in French. The day was relaxed as the class wrote their weekly spelling test and then spent time catching up their work. At the end of the day, they were eager to go home and prepare for the festivities during the holidays.
The next two weeks will be spent relaxing at home (often in pyjamas!) with our families.
A couple of weeks ago I read “Qui suis-je?” (Who am I?) to my class – a story that is written as a riddle. Clues are given about the sea animal and keep the children guessing until the last page. We enjoyed the Read Aloud and afterwards I asked the children to write their own riddle. Today I would like to share some of my favourites with you:
Before putting the riddles up on the bulletin board, the class and I sat in a circle while each child had a turn to read their riddle. We had fun guessing the answer.
Practising spelling can be tedious – especially when 6 and 7 years old. In my classroom I give my students an opportunity to practise every day but each day they work on their words a little differently. The week begins with practice on the white board or on the chalk board:
The second day of the week, I take out the play dough. I ask parents to make a batch for me when it is needed. Not only do the children enjoy “writing” with it, they enjoy manipulating the dough as well.
On Wednesdays, the letter stamps come out:
Thursday I bring out my trays filled with salt. The children enjoy running their fingers over this texture and they find practising their spelling is over quickly.
The end of the week spelling practice is done with magnetic letters on baking trays that have not been used for baking.
Witing out the words on paper is how the spelling is practised at home. At school, the tediousness of writing is alleviated by visiting the Dictee center.
How did you practise spelling when you were at school?