1. Establish a gathering place for brain and body breaks.
My gathering space this past year was my carpet that I use for calendar. I found it the easiest place to “meet up” with everyone. I love the wind chime idea The Sister mentioned in their book, but I kept meaning to bring it to school, but never did. I hope I remember to do it this year.
I sing a little song to my students (and I can’t sing well at all)
2. Developing the concept of “good fit” books
I like to work with the media specialist on this idea because I want my class to pick books from the library and my class library the same.
Ironically, I don’t think my kids have to know how to pick only “Good Fit” books right away because they will LOVE the pictures in so many books before they can read. I want them to learn to pick books that interest them first, then we can work on if they can read them or not. (I hope this makes sense.)
3. Create anchor charts with students.
4. Short, repeated intervals of independent practice and setting up book boxes
Now a K kid in March is WAY WAY WAY different than a K kid in August, so I am planning on using some charts. I want to do read to self and word work the first week of school for sure… but independent from each other. I heard others say they didn’t start a choice board until students had 20 minutes of stamina in each area.
I am using tubs from Really Good Stuff… here is a picture of the bins with temporary labels they give you. I was not about to waste labels on the end of the year, so I put up construction paper for mine.
I have the same tubs for my classroom library as I do for my student bins. (Our class sizes were going up this year, so I had to get an extra set of them.)
I am NOT going to do the D5 on the first day of school… too much going on
On day 1 I worry about keeping them safe, feeding them lunch, and getting them home.
I will start D5 on day 3 I think… I have copies of Chicka Chicka for each child. I also have class books we read to share. I make TONS of printable easy reader books, so I will be sure to put them in there too. I will also make a Brown Bear class book for the each to learn names and faces with.
5. Calm Signals and check in procedures (Do you already have a signal? How will you handle check ins?)
I do not have a signal for my class… usually I give them a cleanup warning so they know to wrap things up, then I call them to the carpet. I will be using a windchime to do this.
We do the thumbs up and thumbs to the side liek the sisters recomment. I like it, but rarely do those “should ahve been thumb to the side” studetns put their thumb to the side.
6. Using the correct model/incorrect model approach for demonstrating appropriate behaviors.
I keep track of behaviors, but only after I know that I have taught my students the correct ones. As soon as students show behaviors I do not approve of while doing D5- we will stop and regather. BUT… if I have the same student who simply can not remaing in an activity for 20 minutes (because we KNOW this is going to happen!) I will do my best to set them up for success as well.
1. Call them to work with an adult or strong peer role role quicker than I would normally.
2. Leave student alone when they are showing correc tbehaviors, but praise them later!
3. Keep them away from students who are not positve role models for them.
4. Reteach correct behaviors often.
5. Remember their age- they are only 5!!!
6. Wiggle often and for every minilesson. If you don’t get the wiggles out together, they will wiggle on their own.
One thing the questions didn’t cover was a class library. Let’s face it… if your students are going to be reading a lot (and they will be!) you are going to need a system for selecting and returning books often. I have a shelf of random books for students to look through, but I needed a system for putting out MY books from MY unit tubs after I use them for instruction. These are always the most popular student choices. I took the same tubs as my student book baskets, but labeled each one differently with a word and a picture. All the books of mine that cover those areas go in that tub. My students did really well with this… really well. Plus when I needed to put those book back in the tubs, I could let my class know at the end of the D5 time to return that “theme” book. I could easy file those books back and I would change that label out for the next unit.
Here are my labels I made to match all my D5 and Literacy Work Station “stuff.” I am going to print them out, write on student names. I also use these for my choice board names and will use it for my class library labels as well.
|If you are interested, head here to get them.|
My advice is this… start thinking about and planning for your class library NOW.