Literacy Passport, pt 2: Independent Reading

The next few entries in this series will expand on my approach to the Daily 5. Today's component is:

1. Independent Reading - This is a gorgeous, relaxing getaway for two - you and a book! Just as it sounds, students get the opportunity to cozy up with a book and read quietly to themselves.

Independent Reading is not a complicated task and students are not responsible for much in the time provided. Students self-select a text that the "PICK", they record the date and the title, they read, and finally (and the most challenging) they think about what they have read. That's it! C'est ca!

I intentionally ask for very little from my students in this time so they can read as much as possible. In a 30 minute window, a lot of reading can be enjoyed. Once you ask student to record answers on worksheets about their writing, time that could have been spent on reading skills is lost. I think it is just as effective to have a casual conversation with the student.

I guess what it comes down to is a very simple, yet potentially heated debate.

What's more meaningful: a daily dose of one to two written sentences that respond to a predetermined set of questions, or an verbal conversation where questions can respond to the preceding answers? 28 minutes of reading and a 2 minute conversation, or 20 minutes of reading and a 10 minute response exercise?

Literacy Passport, pt 1: Adapting The Daily 5

As promised, here's an update to how I am integrating the Daily 5 into my teaching practice.

I have chosen to refer to my literacy approach as the Literacy Passport (I can hear the collective 'ooooh, tell me more' of teachers everywhere). I like the analogy of literacy learning as a journey with stops along the way. An eager traveller is always seeking new sights and adventures and a lifelong learner should approach reading in the same way. Excited to broaden their experiences, globetrotters enjoy where they are but are always looking ahead to where they can go to next. Developing readers and writers look forward to what they can do next to improve their skills.

 The Literacy Passport draws upon this metaphor. A passport is ongoing record of where travellers have been. Similarly, students monitor what they have done each week (or pronounced "where they have been"). It is not good enough to simply stay at one activity; a diverse range of experiences provide a broader understanding of the world. You won't really know what it is like in Spain unless you go there. That's why a range of activities build a fluency that is unobtainable by simply doing one activity over and over. As a teacher, I'm kinda like their travel agent. "Oh, this would be a great place to check out this time of year." I can show them fun places to go, but in the end, it's their decision.

So where can they go? For that, we will need a few brochures. (if you think this next little bit looks vaguely familiar, I modified it from this earlier post. Shhhh.)

1. Independent Reading - This is a gorgeous, relaxing getaway for two - you and a book! Just as it sounds, students get the opportunity to cozy up with a book and read quietly to themselves.

2. Reader's Theatre - This is a real fun adventure that you can enjoy with friends! Students get to choose a script, become a character, and read through it using voice and expression.

3. Just Write -This is the trip that you control! There are no boundaries when you are writing from your head and limits are endless! Fight dragons, save a dying unicorn, or recount your weekend, students write whatever you like...just write.

4. Writing Right - This is the place for real personal challenge! Students work on editing a text's  vocabulary, punctuation, spelling and more. 

 So there you have it. These are the activities that students are expected invited to visit each week. The order is up to them, as long as they get through each stop. Get your passports ready. This is the final call for Literacy Express. ALL ABOARD!

(Source Disclaimer: I am by no means trying to take credit for this program. As I post this series, I will continue to use the Daily 5 label but will be using the Literacy Passport title. The Daily 5 structure was a springboard off of which I have re-launched previous literacy activities I had been running. This should appease the copyright folks and also make these posts easier to follow for teachers who are investigating the implementation of an adapted Daily 5 program, beit mine or any other form. If you or someone you know are considering a Daily 5 approach, consult the book for more information. If you curious about other things I've said about the Daily 5, click here. Of you like what you found here, share it, follow it, or comment below...Better yet, do all THREE! Phew!)

The Daily 5, pt 3: Independence Day

Continuing from before, the biggest change to my classroom operations is the addition of choice and with that comes independence.

Those are SCARY words! Even The Sisters, who wrote The Daily 5, accept that cutting the cord of control can be a frightening decision to make. Funny creatures, we teachers are. We like students who show independence but we like to control it. We want students to manage themselves but we obsess over managing our classroom. We strive to get students engaged in the task that we prescribe for them. Then we wonder why little So-and-so won`t do as he is asked.

Independence day (in the classroom sense) is about coming to terms with the fact that students can make the right decisions if they are given the opportunity. Having taught the skills and expectations that are required to be successful, we need to let them think about how they are going to learn on each day. Let them manage themselves and help them if they struggle. Let them make a choice and guide them if they make poor ones. To really make the point, consider this:

If you instruct a child to read, they know that they have two choices: 'do' or 'do not'. Instruct a child to choose between a list of activities and 'do not' is seldom considered.

So the day approaches.

It is only a matter of days until I explain to my classes how and why they will be trusted as independent and responsible learners. Cross your fingers and stay tuned.

The Daily 5, pt 2: Choice

This is just a short one to a) let you all know I haven't completely vanished, and b) update anyone who is interested in how I am adapting the Daily 5 program into my teaching. Due to the scheduling at my school, I get my English classes in 50 minute blocks each day. Add to that the time it takes my class to arrive at my door and settle and we are down to about 45 minutes. That's not a lot of time so my Daily 5 is weekly.

Each week, my students check in with me and have the following options:

1. Independent Reading - Just as it sounds, students read quietly to themselves.


2. Reader`s Theatre - Students choose a script, assume a character, and read through it using voice and expression.


3. Free Writing - The kids I teach like Free Running. I liken it to that but with a pencil. Write whatever you like...just write. (...hmm... that might be a better name for this activity...)


4. Writing Skills - Students work on editing a text, vocabulary, punctuation, or whatever I identify as the focus for the week. 

One of my concerns that I expressed in an earlier post, was that I was nervous about starting up something new without really knowing what I am getting into. As I started to draft up what this program would look like in my classroom, I was thrilled to realize that I already do most of these things! Reader`s Theatre will be a new addition to the classroom and Writing Skills will look different but the biggest change to my English classes will be the increase in choice and independence. Pretty sweet, eh!

The Daily 5...any input?

That's it! I have made up my mind and I can't begin to tell you all how excited I am! My girlfriend was given "The Daily Five" as a gift last year and I have decided to implement most of the ideas it contains. I teach three different English classes and I am going to pilot it with the one I also teach Hauora to (loosely translated to Health in the North American curriculum). This class is most likely to forgive any struggles that are bound to arise. Once it is operational, I can then take it to my other classes. I'm excited about the ideas that The Sisters put forth so I look forward to seeing how this works out for me.

But here's my hesitation: I like to weigh big decisions like this out before I commit. It's not that I'm afraid of failure...I just don't like cleaning up all that mess.

So, have you had any experience working with the Daily 5? If you have, do you have any secrets that might make this endeavour a little less painful? Please share!

 I look forward to your advice and input...

"Clean-up in aisle 3, please..."

Gotta go.