Fostering Literacy Independence In The Elementary Grades

By: Gail Boushey and Joan Moser

Reflection By: Treena Murray

Let me see…………”Check For Understanding”…..I hear chapters one through three emphasizing creating a student-centered classroom. It focuses on students taking ownership of their learning experience with the teacher playing the role of a facilitator. It is built upon the belief that the student must be “taught” how to become an independent self-learner. Gathering students together and brainstorming provide the basis for this modeling experience. Each day the teacher gathers the students and teaches them how and what is expected of them in each component of the model. They practice for short periods and come together to go over what worked and what didn’t work. This is done until all five components have been introduced and practiced. The five components include: 

• Read to Self
• Read to Someone
• Listen To Reading
• Work on Writing
• Word Work

I do think it is important to model acceptable behaviors as well as modeling behaviors that are NOT acceptable. However, I disagree with how they choose the students to model the unacceptable behaviors. I think they are basically ostracizing the students by calling on the ones who had difficulty.   Having them model the unacceptable behavior in my opinion is belittling. I would call upon volunteers to model unacceptable behaviors. I was amazed that this was written as a part of the model. TM

I was also very pleased to note that we were already implementing the majority of the Daily 5 in our classroom.  It has made teaching so much easier especially when the students take control of their own learning.  I love to hear the buzzing as they called it in the classroom when the students are interacting with each other.  Most of my students really do monitor themselves and each other.  BV

3. I, too, love the idea of bringing different shoes in to demonstrate how to choose a "good fit" book. What a fun way to get your point across. It is very important to allow choice, while also remembering the I PICK rules. I have students who CHOOSE chapter books just because friends do, even though they aren't ready for them. The I PICK, or Five Finger, rules  allow students to get the perfect book for them, improving reading ability, comprehension, and fluency. Naturally, this would foster independence and ability to self-monitor. (SR)

In reading the introduction, I could relate to the frustration of making centers, maintaining centers, and holding students accountable during guided reading.  In order for centers to be successful, they must be evaluated and changed frequently.  Classrooms have such a wide range of ability levels that it is hard to maintain centers to be challenging and appropriate for every student.  This creates a difficult obstacle for the teacher.  I can see how this program would be easier for the teacher to implement.  The first three chapters set the ground work for making sure our students become independent readers.  I agree with the authors in that we need to be very specific in what we want our students to do.  I loved the quote by Debbie Miller, "Eventually I realized, of course, that nothing was wrong with "these kids".  They didn't get it because I hadn't shown them how.  I 'd told them to be respectful, thoughtful, and kind, but I hadn't shown them what that looks and sounds like."  This quote really hit home in all areas of our school day. (LT) 

I also thought it was interesting that a "good fit" book was a book that was achieved at a 99% rate.  Books in the child's familiar baskets are usually achieved at a rate of 90% to 95% after the second read.  That is something to think about. (LT)

For starters, I enjoyed the book...it was an easy read.  I appreciate the authors addressing the fact that it is ok for the teacher to stay out of the way of their students' and let them take some responsibility for their learning and their behaviors during reading.  I too liked the idea of bringing in different shoes and comparing them too books.  I LOVE shoes so I can see where that activity could be a lot of fun.  I have started working on stamina and EEKK in my classroom since I have read the book.  Practice, practice, practice...KRF

Chapter 1. I confess, as a first year teacher, I have been the one who spends a lot of my time working and reworking centers.  Having the students reading and monitoring themselves sounds would be a lot easier. CS  

Chapter  2.  I have used the building stamina concept in my class during writer’s workshop.  I think it is a very positive incentive for the students.  They work hard to reach their goal.  When they surpassed their goal they were motivated to keep going. CS

Chapter 3.  I really like to IPICK system.  By starting this system in the classroom it will help ensure that the student chooses the book based on his/her needs not just because everyone else is reading it.  CS

I felt the book complemented many of the strategies that are being used. Creating a classroom environment that encourages students to take ownership of their learning was a great point made. I also feel building stamina is a strategy that will help challenge the students while improving their reading. HW

 My Thoughts on Chapters 1-3:  I read the first three chapters and feel that there are some very good suggestions for classroom management.  We already do most of the components, but this program sheds a different light on how to transition from one activity to another.  This is the area that I have had the most difficulty with this year.  I really like the idea of repeated practices.  I know that sometimes I assume the students have mastered a procedure, but then they don't seem to follow through like I think they should.  I really like the quiet signals.  I have practiced a few this year.  They do seem to work better.  I am interested to see how the correct and incorrect modeling activities would work.  We always show the best way to do something, but I have never tried showing what not to do.  Probably, the one thing I am going to have to work on is making the students accountable without any guidance or interference from me.  That may be the hardest adjustment for me!  TG

I really learned a lot while reading the Daily 5.  I like the idea that the Daily 5 habits increases a students independence while instilling literacy habits.  And I also like the idea of giving the student a purpose and a choice to increase their motivation. SY

The Daily 5 is very student centered.  Making centers and keeping centers current is a frustration.  It is also sometimes difficult to find centers that work with the many different ablity levels.  This program somewhat eliminates that problem.  I use many of the reading techniques already--such as read to self, read with partner.  It is amazing the stamina even first grade has in reading independently.  As long as students know exactly what is expected of them most anything can be a success.KJ

Chapter one gave a good introduction about the book.  I like that it is showing the children how to be responsible and independent. cy  

I like how chapter 2 talks about a sense of urgency.  It explains to children the importance of reading and the need to make it a priority. cy

Chapter 3 talks about good-fit books.  I like the idea of using shoes to demonstrate how to pick books that are right for each child. cy  

I feel the authors have borrowed or been influenced by the writtings of the Wongs. Practicing desired behaviours and classroom procedures are helpful for any teacher' classroom management skills. It would be nice to observe one of these classrooms sometime. DW

            I see students who find reading a chore.  They read and reread sentences and paragraphs over and over.  Their eyes unintentionally skip words and entire sentences, which would have to be reread after their train of thought had derailed and all the cars had spilled their wonderful contents.  This causes their comprehension of the reading material to be very limited.  Because of this limited comprehension, they began doing activities, exhibiting behaviors, which are designed to limit the time they have to read.  These activities and behaviors ranged from drawing to daydreaming. 

            This problem is vision not sight.  They see clearly.  However, their eyes do not track a line of print for a sufficient amount of time before they would flick ahead or backwards causing them to loose their place, their understanding, and their interest.

            Perhaps you have noticed these behaviors in your students.  Perhaps these students have been labeled ADD or ADHD.  These behaviors will not go away on their own by being encouraged to read and write more.  This issue needs to be properly and carefully addressed.  

            The Daily Five has good expectations that most children can meet.  Teaching what is expected and what procedures to do to reach these expectations is an ideal way of teaching.  Fostering Autonomy and Independence is good when it is coupled with an understood Focus on an end result of the desired task.  For the most part, building stamina and a set of behaviors that fosters enjoyable reading will likely help in our Literacy problems and perhaps raise our MAP scores. 

            It will be interesting to see how implementing the Daily Five will address the issue of reading when students have not mastered the vital issue of vision.  I am concerned about those students, who love books and stories, but find the task of reading to be tedious, laborious, and extremely time consuming, fraught with desperation of trying to comprehend even a Good-fit book.  CMG

Ch 1  I agree with the authors' emphasis on the importance of reading and writing everyday.  I feel that we spend much of our time teaching students to read and write, but then not giving them time to practice.  KSH

Ch 2  I thought the 6 core foundations that are essential to the Daily Five would benefit any classroom.  KSH

Ch 3   The section on Good Fit Books was beneficial.  I feel it is important for students to understand how to choose a book that is right for them.  The analogy with the shoes was interesting.  I think students could relate to this.  KSH

 I agree that it seems to be the explicit teaching and practicing of the behaviors until the students really understand and can confidently take charge of their own learning that sets this management system apart from others.  I like the emphasis that meaningful learning requires respect between the teacher and the students.  I also like the idea of giving students choices.  Students tend to work harder when it is something that is meaningful to them.   I'm sure this is a huge factor in building stamina in your classroom.  I think the idea of maintaing that every student have "good-fit" books is very important.  We know from experience that children who are successful in reading (99%) on books, love to read them to other people because they feel like such a great reader regardless of the level.  (CDM)

I enjoyed reading The Daily Five.  I thought much of the information in it was useful and could be applied to my classroom.  The first three chapters discussed modeling and practicing what is expected to help the students build stamina.  It also gave an overview of what both students and teachers are expected to do during the daily five time.  The book talked about the students becoming more independent and able to self-monitor their behavior.  Finally, chapter 3 discussed helping students learn to choose good-fit books.  WN

In chapters 1-3 there was much information about student choices and helping them to make the best  choice.  I like the "good fit" book idea and like the breakdown of what it means for a book to be a good choice for a specific child and not another.  The read with someone i thought was a wonderful idea, the students share about their familiar reading books any way why not make it part of the curriculium.  The idea of more practice is right on.  Independence is key in the Daily 5.DP

The Daily Five is really a repeat of what we already do in our classroom.  In the special education classroom the focus is to monitor students who are not able to work independently and who have difficulties with reading such as severely MR children.  Once students are trained to the routine it works very well.  The key to this set-up is modeling and teaching the students the routine for a few weeks before allowing them to move independently as well as changing the centers frequently.  I don't feel modeling unacceptable behavior is necessary.  Discussing unacceptable behaviors during training and stopping these behaviors has been very effective in my room.  Most students once they understand what expectations are work very hard to do them as long as they are capable.  The key for us in special education at the beginning of the year is to empower the students to communicate with us when they are having difficulties.  PH