Literacy CAFE Lesson: Tune In To Interesting Words

Since my class is just returning from a two week winter break, it's always helpful to review some of the strategies that were introduced earlier in the school year.  Under the goal for Expanding Vocabulary (that's what the E in CAFE stands for) is the strategy, Tune In To Interesting Words.  I first introduced this strategy to my first graders in the beginning of the school year, around October.  I think the beginning of a new calendar year is a great time for revisiting this strategy.  Why?  First, because my first graders are much better readers than they were in October.  Secondly, because this is one of the most engaging strategies I know for building/expanding vocabulary.  The focus lesson for Tune In To Interesting Words, took place over a two day period.  Our read aloud text was, Into the A, B, Sea by Deborah Lee Rose.  I love this book because there are a number of skills you can teach with it.  For example, the word "Sea" in the title is a play on the letter "C", and it's a great lead for exposing them to the subject of homophones.  You can see the light bulb turn on when you explain the words see and sea (to "see" with our eyes, and how a "sea" is an ocean) and how they sound alike but have different spellings and different meanings. This book has tons of interesting words and phrases like-"Swim the ocean waves with me and dive into the A, B, Sea where Anemones sting and Barnacles cling"- I love the text patterns, the rhyming words, and word choice in this book.

While reading the book, I asked my first graders to put one of their hands to their ears whenever they heard an interesting word they were tuning into.  After reading each page, I stopped and recorded the words they suggested.  When I finished reading the book, we ended up with a chart crammed with interesting words.  I must admit, some words were more interesting than others.  What can I say, they're first graders!  Next, I gave them each a sticky note.  I instructed them to record two or three interesting words while they read independently. This was during our Daily 5, Read to Self round.  For our first round everyone does Read to Self.  Some students wrote more than three words, some wrote less than three words, and some didn't write any words at all (which tells me a lot too, but that's another subject).  At the end of the round, we returned to the meeting area for our group share time.  To save time, I had my students turn and talk to a neighbor about the words they wrote on their sticky notes.  Afterwards, I invited my students to "Tune In To Interesting Words" whenever they are reading.

In previous years that would have been the end of this lesson.  However, the article, It's How You Use a Strategy by Robert Marzano has caused me to take a closer look at how I'm teaching the strategies I introduce to my students, and how I can work at the Applying, or the Innovative Level.  According to Marzano, "Strategies are more or less effective depending on how they're applied.  He identifies four levels of teacher facility with strategies:

• At the Beginning Level, teachers have little fluency and are prone to errors in using it.
• At the Developing Level, teachers are fluent with the strategy but use it in a limited way.
• At the Applying Level, teachers constantly monitor the strategy's effect on student learning, and extend student understanding by building questions and analysis off of the knowledge gleaned from the strategy.
• At the Innovating Level, teachers are so fluent with a strategy, they can identify new uses or adaptations that meet specific student needs.

With each of these levels, says Marzano, the strategy becomes more effective at maximizing student learning.  While research can point teachers toward types of strategies to try, their impact rests in how teachers use them.  Marzano says strategy use at the Developing Level is the most common." (Marzano, December 20, 2011)

This brings me to day 2 of my focus lesson on "Tune In To Interesting Words".  I began the lesson by rereading parts of the book, Into the A, B, Sea.  We talked about the interesting words we wrote on the chart the day before.  Then I showed them another chart where I listed some of the words they collected on their sticky notes from the day before using the books they were reading.  Next, I asked two questions-"Why are these words important?" and "What should we do with these words now that we have collected them?"  In response to the first question, we talked about how this strategy and all of the other strategies help us to become better readers.  The second question was the one that I feel helps students to extend their understanding of why we do the strategy work we do and where authentic learning takes place.  I must admit, I was pleasantly surprised at their answers.   E.E. said, "We should use them to help us with spelling."  I like this response.  It sounds obvious, but it's a suggestion that makes me think about our word wall and word collectors (which we haven't used much lately).  I want my first graders to use these visual reminders to support their learning.  M.M. said, "We should use them in a sentence."  They really do get it.  If my students can use these words in sentences, that means they really know these words and are expanding their vocabulary.  S.M. said, "We should use them in our writing to make it more interesting."  I really wasn't expecting this response, but I love the way it shows the connection between reading and writing.  I love how this lesson went from a lesson that demonstrates facility at the Developing Level to one that demonstrates facility at the Applying Level.  All it took was one question (When research reports that the same strategy has varying effects, what's the take-away for teachers?) to get me thinking and reflecting.

How do you move to more advanced levels of strategy use?  Please leave a comment.  I would love to hear your thoughts about this.

Digging In with Word Work

WORD WORK
Word Work is one of my students' favorite components of the Daily 5.  Word Work allows students the opportunity to practice their wall words and/or spelling words.  Word Work is a very important literacy component, and your students will take it seriously if you provide clear expectations.  When launching Word Work, it's important to create an anchor chart with your students.  The anchor chart details the expectations for demonstrating independence during Word Work.  There are several different choices that students can select from during Word Work.  The options that my students choose from are as follows:

• White Boards
• Wiki Sticks http://www.amazon.com/dp/B000PEN8U0/ref=cm_sw_r_tw_dp_30p-ob0X57Q6K
• Magnetic Letters
• Play Dough
• Bottle Tops-Letters are written on bottle tops-Consonant in black and vowels in red.  Use a small tool box to keep letters sorted.
• Rainbow Words
• Computer Websites

Visit my classroom blog for a list of the websites my students frequently use for Word Work. http://vruckes.edublogs.org/

MODELING
Modeling is another key factor for a successful launch of Word Work.  It's important for students to see the correct way and the incorrect way to participate in Word Work.  It's also important to model how to put away materials at the end of the Daily 5 round.  In The Daily 5, the authors stress that the incorrect model is shown first, and it's followed by the correct model.  I think it's crucial to leave students with the correct model in their minds.

TOOLS
It's important to reinforce that the materials used for Word Work are tools and not toys.  I can't begin to tell you how many times I've repeated the refrain, "Markers are tools and not toys."  However, it sticks with them, and they really learn to use the materials correctly.  My students use individual white boards for Word Work probably more that any of the other materials.  Some teachers use old sock as erasers.  I buy felt squares which I cut in half.  They make perfect erasers.  Besides, I can't stand the thought of having old socks lying around my classroom.  I'm just a bit picky that way.  The felt squares are durable and washable, and best of all, cheap.  I haven't had to replace these for several years now.  They can be purchased at most craft and fabric stores, and they come in many different colors.

Rainbow Paper is another engaging alternative.  My students rewrite their Wall Words in rainbow colors.  Each letter of the word is a different color.  When students are using the rainbow paper for Word Work, they are not only working with words, they are also practicing their handwriting.

Once Word Work has been introduced, it's important to maintain consistency.  Keep the materials the same and don't worry that your students are getting board with them.  You want to keep them  focused on their word work and not on new items which may become distracting.

What are the go-to tools and websites used for Word Work in your classroom? 

Examining Relationships and Learning

It's hard to believe that we are approaching the end of another year.  For some it's the end of another school year too.  As I think about the calendar year coming to a close, I'm reminded of where I began.  My thoughts drift back to September and the beginning of the school year.  Just three months ago I was preparing for a new school year.  I was putting all of my energy into buying and unpacking supplies, arranging my classroom, planning lessons, copying materials, organizing the classroom library, and the list goes on and on.  However, in addition to all of those things, my deepest thoughts were centered around the new group of students I was anxiously waiting to teach.  What would they be like?  Who were these little people I was expecting to meet?  Would we become a community of learners?  Could we become a classroom family?  For me, teaching is not just lesson plans and activities but so much more.  It's also about making connections and building relationships with my students.

As I reflect on the last few months, I can now answer all of those questions.  My students are amazing.  Each one has their own individually unique personality.  Some more challenging than others to embrace, but each providing me with opportunities to learn from and grow as a teacher.  We are more than a classroom community, we are a family.  We know how to push buttons and how to allow our friends time to decompress.  We share likes and dislikes.  "I love our reading time."  "I don't like it when you call me names, please don't do that."  We know how to complement and how to encourage.  If you visit both our classroom blog http://vruckes.edublogs.org/ and our Kidblogs http://kidblog.org/MrsRuckesClass1112/ you will see evidence of all of these things.  Things that we have in common, and things that are uniquely different.  You will see evidence of how we support and encourage each other, and how much we love learning.  Most importantly, you will see that we are a classroom family.

You may be thinking, so what!  What does this have to do with learning.  I happen to think it has everything to do with learning.  My students and I have spent a lot of time creating a safe learning environment, where everyone feels respected and valued.  We teach each other, and we share in what others have accomplished so far this year.  Students who struggled with reading at the beginning of the school year, are now reading at grade level.  My students love doing the Daily 5,  developing ideas during our writing block, and enjoy participating in rotations for math workshop. They are excited learners who not only learn but teach me a thing or two each and every day.  I'm so fortunate to be their teacher.  I'm looking forward to sharing and learning a lot more in the New Year!

Digging in with Read To Someone in the Daily 5

Reading to a buddy is a favorite among readers.  Every year my students enjoy the Read to Someone component of the Daily 5 probably more than any of the other components.  I introduce Read to Someone by creating an anchor chart  with my students.  Across the top of the Chart we list the reasons why we do Read to Someone; To become better readers, because it's fun, etc.  Next, we record what the students will be doing.  Finally, we record what the teacher is doing.  I don't know about you, but when I create these anchor charts with my students, my handwriting is not as neat and polished as I would like it to be.  I tell my students that I will be rewriting the chart in order to make it presentable for hanging.  Once the anchor chart is rewritten, I laminate it.  This ensures that I can reuses it year after year.  Next year, after I've created another anchor chart with a different group of students, I won't need to rewrite it, I simply pull out the copy that I originally laminated.  The information is basically the same, and my students have no Idea that I use the same anchor chart every year.  It's our little secret.

There are two ways to Read to Someone.  The first way is having partners reading the same book and the same page.  This is called, I read, you read.  During I read, you read, the higher reader should read first. This helps lower readers with word recognition.  The second way to do Read to Someone, is allowing partners to take turns reading their own books, a page at a time and applying the "Check for Understanding" strategy.  Partner one reads the first page of his or her book, and partner two does the check for understanding".  Next, partner two reads the first page of their book, and partner one does the "Check for Understanding.  Using the "Check for Understanding" strategy, the student listening to the reading will answer two questions, who? (Who is this page/part about?) and what? (What just happened?).  In the book, The Literacy Cafe, the authors suggests making check marks out of wood or some other material for students to use.  The whole thought of that was way too overwhelming for me.  Instead, I made bookmarks out of precut, rectangular shaped foam.  On one side of the foam shapes I drew a check with the words "Check for Understanding" written on the check mark.  On the other side of the foam I wrote the letters EEKK (Elbow to Elbow, Knee to Knee).  Next to the EEKK I also wrote, Who? and What?  The purpose of doing the "Check for Understanding" is to ensure that each person is listening while the other is reading.

Having kids model the right and wrong ways to do Read to Someone is very critical for a successful launch.  They should model sitting elbow to elbow and knee to knee, and holding the book in the center between them.  Additionally, I like to select one of my good readers to help me model how to do the "Check for Understanding". 

When I introduce Read to Someone, I have my students choose from a sets of multiple copies of books that I have at different levels.  Once Read to Someone is up and running, I allow my students to choose books from their book baskets.  In my opinion, Read to Someone is one of the most challenging Daily 5 components to get up and running smoothly.  With my first graders, I tend to launch Read to Someone slowly.  I usually start with, I read, you read, only.  I want to make sure students are successful with this part first.  Within the next month or two, I introduce Read to Someone again with each reader reading from their own books and doing the "Check for Understanding" strategy.  I probably could start this sooner, however, I believe it's best to go slow, in order to go fast later.  The best advice I can give to someone just beginning the Daily 5, is to dig in and make it your own!

THE BIG BAD TECHNOLOGY WOLF

What is the Big Bad Technology Wolf?  Who is the Big Bad Technology Wolf?  It's not really a thing.  Nor is it a person.  It's more of a state of mind.  It's the resistance you feel from others when you share some technology related information, application, or tool.  Let's face it.  Technology isn't going away.  Quite the contrary, it's becoming increasingly more a way of life.  If you are at all like me, you're so dependent on technology that you have to regroup when you are forced to do without it. I remember once a colleague's IWB had a burned out bulb.  The replacement cost was about $400.  Needless to say, it took a few weeks for her to receive a replacement.  She was so anxious during the time she was waiting to have the bulb replaced.  You would often hear her say, "How did I ever manage to teach BIWB?" (Before Interactive White Boards).  That's how much she depended on it, and how much she enjoyed using it.

Although I'm writing about technology from an educational perspective.  I think this issue has implications in other professions too.  Schools are becoming more and more technology driven as is business and society in general.  However, what concerns me is the apprehension and trepidation that some educators feel towards technology, even though we live in a world that is driven by and inundated with technology.  The implications that technology has for education is enormous.  Many students are more computer literate than their teachers.  I don't think that's necessarily a bad thing either.  I think learning is a two way street.  Naturally, students expect to learn many things from their teachers.  However, I think really good teachers try to learn something from their students too.  This is how we should look at technology.  As teachers we should embrace the idea that what we don't already know about technology, we can learn from colleagues, friends, family, and our own students.

Students approach technology with a fearless attitude, while some teachers approach it with apprehension and trepidation.  sometimes, there is not even an attempt made by teachers to make an effort, to step out into the unknown, to simply give it a try.  Isn't that what we tell our students?  To at least try!  We expect our students to trust us when we ask them to try learning new things.  However, a lot of teachers are not willing to do the same thing when it comes to technology.  If we no longer have an open mind, we are really doing our students a disservice.  When we fear technology, because embracing it causes us to step out of our comfort zone, we prevent our students from technology related learning opportunities in our classrooms.  I recently read a blog, 5 Big Education Technology Questions, Answered, written by Jeff Dunn who shares a similar sentiment.  Jeff says, "My methods of delivery and engaging students have been modified to keep up with changing technology.  We owe this to our students if they ever want gainful employment upon graduation.  We as instructors need to step outside our comfort zones and do them this service."
Friends, we can't allow fear to prevent us from being the best we can be as educators.  What many teachers can't seem to live without, others see as The Big Bad Technology Wolf.  Don't fear technology, be fearless!

Digging In With Read To Self

Of the five components of the Daily 5, I would have to say that Read to Self is my favorite.  Why?  I'm glad you asked.  It's because my students are more focused and productive during Read to Self, than any other time in my classroom and during any other component of Daily 5.

When I launch the Daily 5, I always start with Read to Self.  Reading to self is also known as independent reading.  It's important that my students are building stamina, and able to read independently for at least 20 minutes before I introduce the other "Daily's" (the other parts of the Daily 5).  In my first few mini lessons for Read to Self, we address the importance of selecting good fit books, choosing a good reading spot, and building stamina. We also create the Read to Self anchor chart which is covered in the book.  First, we discuss why reading to self is important, and that information is written on the top of the anchor chart.  Next, we discuss what the students will do, and I record their responses on the chart.  Finally, we discuss what the teacher will be doing, and I record those responses too.  Modeling appropriate reading behavior is also very important, and it's my students' favorite thing to do.  Two or three students are selected to model the incorrect way to read during Read to Self, followed by the correct way to read during Read to Self time.  The book suggests selecting a student who would typically have trouble staying focused or engaged.  The modeling gives them the opportunity to get silly and play around in front of an audience.  However, they are also required to model the correct way for the class.

During Read to Self I gather my students on the rug in the meeting area.  I start with a short focus lesson which lasts about 6-10 minutes.  Your focus lesson should be about 1 minute per the age of your students. Since I teach first grade, my focus lesson should generally be about 6 minutes long.  When I'm looking for a text, I always look for quick reads so that my focus lesson stays within the 6-10 minute time frame.  After the focus lesson I send row one off to find a reading spot quickly and quietly (Q and Q).  Then rows two through four are sent off in the same manner.  Since we are gradually building stamina, we start with reading independently for 3 minutes, and increase the time by one minute each day.  The most important aspect of the stamina building, is to stop Read to Self when things begin to fall apart.  Even if only one student is not reading or is off track in some way, the entire class is signaled over to the meeting area, and the reading is stopped.  This prevents the reinforcement of negative reading behaviors.  I ring chimes to signal my students over to the meeting area.  Some teachers signal with bells, music, drums, or simply call them over with a verbal signal or chant. 

Having students self-evaluate and reflect is very important during the share time.  We share and reflect on what went well and what we can improve on next time.  This year my students and I graphed our reading stamina each day.  After each 10 minute increment was reached we had a classroom reading celebration.  From time to time you may find that you have to refer to the anchor charts when things are not running smoothly.  I have found that it is helpful to share the anchor charts after holidays or other extended breaks as a reminder of what the expectations are in our classroom.  In this way the anchor charts seves as a community building piece as well.

During our Read to Self time my goal is to conference with 2-3 students, and meet with 1 or 2 strategy groups each day.  Once I have my entire Daily 5 up and running, I continue to keep my first round a whole class Read to Self round.  This is a little different from what most teachers do but it works for my students and my classroom.  When all of the Daily 5 is up and running, the rounds tend to get a bit noisy.  Having one round of Read to Self ensures that I have at least that round each day, when things are a little quieter and much more manageable.

This year I incorporated Flashlight Friday (see my parent letter below) to my Read to Self time.  I asked my parents to send in a small flashlight with their child, and I informed them that flashlights could be purchased at the Dollar Store.  Of course flashlights of all sizes were sent in.  I also purchased extra flashlights and batteries to keep on hand as needed.  Currently, we do Flashlight Friday during the last 10 minutes of the day on Fridays.  My Daily 5 rounds remain the same, but the students are getting a little extra reading time, and they love it.  During Flashlight Friday, we turn off the lights and the students read by flashlight.  It's another way to encourage reading.  I love when I say, "It's time for Flashlight Friday" and my students respond with, "Yes!"  
Flashlight Friday Letter

Read to Self looks a little different in my classroom.  However, the most important thing about digging in with the Daily 5 is to "Make It Your Own".

DIGGING IN WITH THE DAILY 5

The Daily 5 is a book (resource) written by Gail Boushey and Joan Moser, also know as "the sisters", which focuses on literacy instruction and independence.   It is currently being used in many classrooms across the country.
There are 5 literacy components:  Read to Self, Read to Someone, Listen to Reading, Word Work, and Work on Writing.

GETTING STARTED
The most important discovery that I've made after getting started with the Daily 5 was this: Make It Your Own. The Daily 5 is a structure and management piece for a lot of the things you are already doing in your classroom.  As with most things, there is more than one way to do the Daily 5. You have to make it work for You and Your classroom. 

Digging In
When digging in with the Daily 5, you'll want to focus on your classroom library.  My books are arranged in baskets, which I keep on top of counters, and others are displayed on shelves.  My classroom library is a combination of books organized by reading level (GRL), genre, theme, topics, and units of study.  In fact, how books are arranged is not that important.  What's more important is that your students know how to pick "Good Fit Books".  One of the first focus lessons that you will teach is the "I Pick" lesson, where you teach students how to pick books that are a good fit for them.

Meeting Area
Another important component of the Daily 5 is creating a meeting area within the classroom.  The meeting area is a place where students come together as a group for mini-lessons or focus lessons, book discussions, checking in, and sharing/reflecting on learning.  Many teachers anchor the meeting area with a large rug.  The rug helps to identify the meeting area for your students.

Signal
Finding a way to get the attention of your students and bringing them back to the meeting area, is the purpose of the signal.  There are many creative signals that you can use.  I use chimes in my classroom.  I love the calm sound of the chimes.  For me, it's a calm and quite way to signal my students that we need to stop what we were doing, and go to the meeting area.  Music, drums, spoken signals, etc. are other great ways to reconvene your students.

Conferring
One of the best aspects of the Daily 5 is that it builds independence.  As the students are working independently on their daily 5 choice, the teacher is able to work with students.  This structure allows the teacher time for conferring one-on-one with students, while the rest of the class is busy working on their Daily 5 choice.  Choice is key.  Having the ability to choose what to work on, engages students and promotes the independent work habits that are so important to a successful Daily 5 round. Take a look at my conferring bag below.

If you would like additional information on the Daily 5, like my conferring bag, refer to my post on Ten Tried and True Tips For Using the Daily 5.

In my next few posts I'll focus on the 5 different components of the Daily 5, so stay tuned and Dig In.  You'll be glad you did.