Last questions for Chapter 2
- Daily 5 works because we gradually build behaviors that can be sustained over time so children can easily be trusted to manage on their own. Reflect on your teaching and classroom structure. Do you trust your students? In which areas do you need to give more guidance so that you can trust them? All of them?

- ∞ Sometimes people confuse Daily 5 with literacy stations or centers. How would you explain the difference? Since you are basically using centers, but call it Daily Five, after reading thischapter what might change for your classroom next year?

Response questions for Chapter 2:
∞ What beliefs influence the decisions you make in your classroom? Chapter 2 dives into the core foundations of Daily 5. Do they coincide with your beliefs?

∞ Reflect on your classroom expectations. Are they clear to students? Do you teach expectations and trust that students will follow them? Daily 5 provides students with clear expectations and allows them to truly focus on what is being taught. Aside from your literacy block, what other blocks of your schedule would
benefit from explicit instruction of expectations?

Post has shared content
Responses to Chapter One questions:
-Time spent on real reading: I believe that when I taught, students read in "real text" maybe 10 minutes a day. For Title One students, this will hinder their progress in building reading comprehension and vocabulary. If I could go back I will build in more times for students to read the actual text.
-Daily Five model is different from other models : The number of times students have explicit instruction in SHORT mini-lessons; The chances students are given to practice skills in a group setting and the independence that is being built during the school year.
-I believe that a teacher should start out with 2 rounds and then see if more can be added. SHARING is so very important because students believe that they own the learning, not the teacher, LESS TEACHER IS ALWAYS BETTER!

Next questions for Chap. 1
∞ Looking at your current schedule. How much time do you give your students to engage in reading (not instructional time, but true reading)? Are you satisfied with the amount of time your students have to read?

∞ What sets Daily 5 apart from other management and literacy structure models?

∞ Figure 1.4 (p. 15) shows a diagram of the Daily 5 literacy block. This varies from classroom to classroom and has been adapted to meet the needs of beginning and intermediate learners. Often, beginning readers have three to four rounds, and intermediate readers have two or three. Look at your schedule and see how you can make this work for you. How many rounds of Daily 5 will fit into your schedule? Remember, focus lessons are brief. In addition, you will need to
have time for student sharing.

Ladies,
Our first questions for Chapter 1. Could you please let me know that you can see this?

1.The beginning of Chapter 1 describes two different classrooms scenes. One scene depicts Gail and Joan’s classrooms before Daily 5, and the other describes their room after Daily 5 was in place. Think about your classroom, a classroom you work in, or a classroom you have observed. What do you notice?
2. Look at Figure 1.1 (pp. 8–9). Where does your class and teaching style fit? Where would you like for it to be?

Ladies,
Due to your shortened schedule the week of the 17th, I have adjusted our book study schedule.

April 17-20- Chapter 1
April 24-28- Chapters 2-3
May 1-5 - Chapters 4-5
May 8-12 -Chapters 6-7
I hope that helps. I will post a question or two each Monday to get us started and you can post whenever you can, but at least by the next Monday. Hope you enjoy this! I am looking forward to hearing your thoughts.
Nancy
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