journal 70 book check

I can tell from my student's attitudes that the Daily 5 has changed them and I'm starting to wonder why.  I've been really interested in what they are reading during the Daily time because I think this choice may have something to do with their positive attitude.  So since I decided not to pull groups this week with testing I decided that I would do a book check today.  Of the 21 children that I checked in with only 3 were reading questionable books meaning that they weren't at their just right level.  Two of them were my higher students who are reading out of grade level books (fifth grade to be exact) and the other is a middle grade reader but was reading a higher level book.  The one I was most interested in I had a conversation with about her book choice.  She was reading a Weird School series book and she really can read Level S or T and understand.  She is really deliberate about everything she does so I knew there had to be a reason.  When I pulled her aside to ask her she said that the higher books had words in them that she doesn't like (cuss words or slang language) and that there are words that are challenging for her and she just likes to be able to read a book and not have to sound words out.  For a girl that has never had a hard time with reading this made complete sense to me.  Another thing she mentioned was that "in the harder books, it takes a while to get to all the action but in the easier books for me there's always action going on."  Then we had a talk about rising and falling action-something I've been working on with her reading group.  Then I told her that the series that she was reading was really super easy and I thought we could find some appropriate books that weren't too challenging but sort of easy for her but that had more action right away in the book.  We wound up finding a series The Amazing Days of Abby Hayes for her to read and I'm going to have to see how that works and if she likes it.  Another discussion I had was with a student that doesn't always like challenging but needs it and benefits from it.  I gave him a level W book which he is at a level S or T but I knew this book Freak the Mighty would keep his interest.  He wasn't interested at first but today he seemed to be buzzing through the book.  He was having a hard time picturing the two characters so I think I am going to print him some pictures of the movie I think there is one.  I'm glad he stuck with it. 

I am torn if I should continue to do things like this because research wise I know the benefits of children reading books at their instructional level, but at the same time I want the kids to love to read and part of that is the choice embedded in the Daily 5.  I know they've enjoying reading so much this year because it's different everyday and they get to choose what they're reading but for those kids that need a push I'm torn.  I really thought at the beginning of this year that doing this would be the most challenging with working with the lowest kids.  When in fact, what I've found is that it's been most challenging to find the right balance with the highest kids. 

journal 69 it's like riding a bicycle

Today was the first day of testing.  Yuck.  I'm not sure who hates it more me or the students.  I was impressed with the work that they did though.  Many of them went back to find the answers in the test.  In fact after the test many of them said that there were so many right there questions!  It made me proud to hear them using the language I've been teaching them. 

After lunch my team and I decided that we didn't want to switch so I had reading and math.  During Reading time we did the Daily 5 because I knew they'd be asking for it.  Many of them shouted YES as I told them we were going to do that.  I was proud.  But what I did notice is that my nonreader (not anymore! :)) heard that we were going into the dailies he knew exactly what to do.  He hasn't been in my classroom for reading in about 3 weeks and he just went right back into the routine!  It's like riding a bicycle.  He knew exactly what the expectation was and was able to fit right back into what he was supposed to do.  He happened to be at the read to someone daily along with another child that receives special services.  All three of them decided that one student who doesn't receive specialized services would read to them and they would both listen.  I was weary at first not knowing how much reading they would actualy get done seeing as how they are the 3 most active boys in my class but they were just fine!  They sat reading a variety of picture books for almost 35 minutes!  It was the cutest thing I've seen in our Daily time so far this year.  It made my student who stays with me so proud to know that he could read any of the books that they chose for him.  It got me to thinking about the confidence that my students have gained through the daily 5.  They believe in themselvews as readers and I really saw that confidence come out today during the test.  They know how to approach a variety of different texts because the daily 5 has given that opportunity to read different text! 

journal 68 wanting some constuctive criticism

As I mentioned I wrote a Study Group Coach grant about the Daily 5 in which team members will learn how to implement the Daily 5 method.  I've been pretty vocal about how much I love it at my school and I asked around to see if anyone would be interested in joining my study group.  With that I've had a few teachers ask if they could come watch me during the daily 5 time.  I'm not worried about the visits.  In fact, I like when people come into my classroom because I want them to tell me what to do better.  But since my principal has been so supportive of my research and doing this method, I've kind of been put on a pedastal.   I don't know how to spell that.  Opps!  Anyways while I am really thankful for all the support and positive press about how I teach reading, I still consider myself a new teacher (this is my 5th year) and I would like some constructive criticism when people come to visit me.  Today one of the teachers came to observe during the Daily time and she had nothing but positive things to say which while that's great I'd like to know if there's anything more I could do.  She listened to my discussions with my two groups that I pulled and after the one about questioning, I told her that it was a test prep thing but I'm not calling it that and she thought it was wonderful and wanted to use that in her classroom which is kindergarten.  I guess this all comes back to my confidence as a teacher.  I do think that I've grown into a much happier reading teacher but I do still feel like I'm learning and I'd still like ideas from the more veteran teachers.  I've mentioned it a bit before but since I'm the only one that's really doing the Daily 5 at my school the way it's supposed to be done I feel kind of alone and like I really don't have anyone at my school to talk to.  I know I can share ideas with my ARLI fellowship people but I'd really love ideas from other teachers.  I don't know is this all strange??? 

journal 67 a negative thought

Today while the group I was working with was busy writing down their responses, I took a look around and was hit with a thought.  I think for the most part using the Daily 5 has really helped my class and I become better readers and teachers.  One thing I was thinking was that unless there is a teacher who is so adament about directing kids towards just right books (such as I am with my highest especially) the Daily 5 is based on allowing choice.  But, those highest students don't always pick the challenging books so they have to kind of be forced towards those books.  It got me to thinking that in looking at my data my middle children and my lowest students have had the largest growth in terms of test scores while my highest students have only had slight growth.  I think this is something I'm really going to focus on next year.  How do I direct the daily 5 and make sure that it's having the same effect on the highest students as well as the middle and low?  How can I put things into the Dailies that challenge those highest students.  In read to self it's pretty simple-they can read instructional level text that is above grade level.  In listen to reading I need to up my supply of more challenging books.  In work on writing about reading I want to do some more project based work in that for those kids.  In word work I think the Text Talk work that I have them doing is plenty challenging.  In read to someone I could always pair them with someone at the same instructional level text, but then it takes away from the whole idea of letting them have choice and enjoying the daily.  I'm not sure.  It really just comes down to do they want the challenge?  I've worked hard to do novel studies with these students but sometimes like today it just seeems like they don't want to do extra work but when I explained to them that their brains will get lazy then they wanted to do some extra.  I think there's a fine line with challenging students and making them feel like they have more work to do.  There's got to be a balance.  Somewhere.

journal 66 it's helping

So I know that my action research is being done to see how the Daily 5 effects my classroom.  But, I think it's as important to document what the Daily 5 is allowing me the time to do.  The thing that the Daily 5 has allowed me to do is a lot of small group work and one on one time with my students.  Today I worked with my approaching group and was having a talk with them about if they thought the QAR work we've done has really helped with their test taking ability.  This was a sort of to the side action research project that I did this year.  I wanted to see if I used the QAR method in my small groups if that would help with their test taking abilility.  Anyways here we are today at a week away from the test and I just had to ask them.  All 6 of them shouted 'yes it has helped!'  When I asked why one said-'it's been easier to answer the questions because we've practiced asking them ourselves.'  That's what I've had them do a lot of-first I started with asking the questions and them finding the answers and then I moved onto having them ask the questions and then switch papers to answer them.  Apparently that's what's working.  The numbers will tell I guess.  But again, I wouldn't have been able to have such deliberate group work if it weren't for the use of the Daily 5.  I love it!!  :)

journal 65 been away...

I know I haven't posted in about a week now but I have a great reason!  My sister had a baby on Wednesday!  He is perfect and I love him.  I can't believe how you can instantly love something so little.  I had heard about parent love but Auntie love is great too.  I took the day off for his delivery which took a little longer than expected but since I work about 45 minutes away and my parents live across the street from the hospital, I wanted to be right there to meet the little guy.  :)

The Daily 5 happened twice this week and I was happy with the results and I worked with my approaching group and my meets group.  I really just wish I had more time to work with them because some I could push to exceeds and some I could really make sure that they are okay in passing.  I really have realized the importance of the RTI process this year.  As a reading specialist I know that it works and I've seen it work but early intervention is key becasue then we can work with those middle/gray area kids that need just as much attention as our most struggling learners.  This whole action research process has really made me think about the research and best practice in my classroom but also in the school.  Which leads me to what's been on my mind most lately besides my new nephew!  I am going to apply to be a study group coach with CFE about the Daily 5.  I have informed my school about it and wanted to see how many I would get to be a school wide group, but I only got 6 that were interested.  I am going to write a general group grant and then have those interested join.  I just really think we need this in our school especially at those younger grades because of the early intervention and the time that the Daily 5 gives to small group work.   This is really something I've come to believe in and I just wish I could empower more than just 6 people.  And what bugs me is that those 6 aren't really the only ones that could use it!  Ugh.  Baby steps I guess.  What was nice is that my principal had to write me a letter of support which was beautifully written and made me realize that she does support me and what I've been doing.  I just wish I had more buy in than I do. 

journal 64 music to my ears

"When we get back will we do the Daily 5?"

What I heard on our way back from a field trip today.  They love it!  Sadly, we didn't have enough time to do the dailies!  :(