What I Do When I Can't Sleep...

What do you do when you can't sleep? After several unsuccessful attempts at talking myself back to sleep I grab my iPhone and start surfing. This morning I discovered this Book Study! I had downloaded this book, The Daily 5, on my Kindle months ago and had skimmed it but not read it all.

I figured that since the book study started a week ago, I had better get reading so I could catch up to the others in the Book Study.

Here's what I marked as important:

• The way teachers structure the learning environment and the way students spend their time influences the level of reading proficiency and the end of the academic year. 
• How will we ever know what students are learning if they don't hand in pages for us to correct?

I happen to LOVE this! I am not a fan of worksheets - they are a make work project (mainly for me) and I don't believe that students get much out of them. Don't get me wrong - there is a time and a place for having students record their work, but there is a difference between a recording sheet and a worksheet. We will know what students are learning by using balanced assessment and making sure that we use C.O.P. (Conversations, Observations and Products - Anne Davies) to do so.

• Instructional time is in addition to the time spent reading in school

My literacy block next year will be about 2 hours. My School Board recommends that I do one hour of reading workshop and one hour of writing workshop. I wonder where The Daily 5 fits? Some of my friends have tried this approach, loved it, but been chastised (for lack of a better word) for doing so. I am eager to find a way to meet the requirements of my school board's expectations, but at the same time use this approach to teaching.

• The Daily 5 is the largest part of their literacy curriculum each day (location 197) - it is the structure that allows all children to do meaningful work independently as we work in small groups with individual children. 

My goal will be to find time to meet with small groups or individuals during the literacy block in order to provide instruction and complete assessments with students. This structure looks like it will provide these opportunities mainly because it insists on student independence. I believe that will the proper supports and expectations for even our youngest students, they can be successful.

• This book is NOT about their entire literacy curriculum (location 221), but is about helping students develop habits for students. Instructional time is used to present daily focus lessons within the literacy curriculum.

The structure that is recommended for my classroom includes daily focus lessons within a three part lesson: Time to Teach, Time to Explore and Practice and Time to Reflect and Connect. I value these three parts and need to find a way to make connections between this format and the Daily 5. 

• This book is not a prescription for literacy success. It is about developing shared awareness through instructional routines with students...while balancing students' need for choice and independence (location 228)

There are a few questions that I hope will be answered throughout this book study, the main one being;

• When does the reflection piece happen? 
• If there is no reflection, will students understand what it is that they have been learning? 
• Will solidification of understanding take place? 
• I am a firm believer in wrapping up each lesson with a conversation that reflects back on the goals of the session. Having students talk with one another about their successes and challenges and their plans for tomorrow. Does that happen in the Daily 5 and if not, should it become part of this structure? 

Wish me luck in finding answers to these questions. I am certain I will have more as the book study continues!