Hello Daily 5 fans, we are here to cover The Daily 5 Book Study Chapter 9. Sadly this is the last chapter of the book and hence the last chapter in our book study. This chapter discusses ways to utilize parent volunteers, guests, new students, and those challenging students we all have. {Aren’t those the “friends” we all worry about when we talk about using this structure!?}
The Daily 5 Book Study Chapter 9
They suggest ways to work with students who disrupt the flow of the classroom which builds stamina in very specific ways.
Level 1: Reflection
Level 2: Extra Support
Level 3: In-Class Modification
Level 4: Gradual Release of Class Modification
I will not tell you all the details about these elements because I think they wrote it so clearly and exactly that you really need to read their words to see how to handle our needy friends using this structure. Additionally, I will also add that I was doing these steps in my classroom myself, so I was glad to read that these are the ways they also suggest to help support students in using their structure successfully.
Things that Got Me Thinking
I loved one thing they said on page 142, “Children will rise to the expectations we set for them. “The last part of the book details how to handle subs, and new students, and even gives an AWESOME sample letter to send to parents explaining The Daily 5. I know I am going to use their sample letter and make it my own to share with parents to help them gain an understanding of the structure we are using.
Level 1 Reflection
I loved this chapter because The Sisters kept it real. Real Students can sometimes have Real Problems conforming to systems. I was thinking about the Level 1 Reflection section.
It is for the teacher to SELF reflect on how he/she set the students up for success or not.
It is for the teacher to SELF reflect on how he/she set the students up for success or not.
Level 2 Extra Support
Level 2: Extra Support suggests sitting a child out of recess to practice some Daily 5 elements that they are struggling with in the regular classroom. I have also made a single student sit out at recess for a small amount of time to practice Read to Self. I hated doing it but this student’s behaviors were not acceptable to myself or even himself. We had to force this student to THINK about why he was going through the wrong behaviors and allow him to make the choice to do the correct behaviors.
I am more than happy to say that using recess to practice our stamina ONE TIME was all it took, he did so much better from that day forward.
I also like how the sisters discussed behaviors a student CAN and CAN NOT control. We, as teachers, have to determine between these two behaviors and work with that student where they are. Let’s face it- we teach REAL students who may not have self-control.
Level 3 In-Class Modifications
Level 3: In Class, modifications are real-life things we do to support our students. Reading rugs, offices, and even laundry baskets can help with boundaries. Giving students kinesthetic materials can also aid.
Teachers have been sharing these tips and more on Pinterest for years, but this book does a great job of collecting all those “teacher tips” that actually work and sharing them.
Teachers have been sharing these tips and more on Pinterest for years, but this book does a great job of collecting all those “teacher tips” that actually work and sharing them.
Level 4: Gradual Release
Level 4: Gradual Release is another way you teach students and then pull away support as they grow,
but give them more support as they need it. I am a HUGE fan of this. I support my students and pull them away slowly and then return the support as they need it.
By March, I provide almost NO additional support for any students, they have it. Smooth sailing through May… And since all our grade levels use Daily 5, I have set my students up for success in future years.
One way I support my students is with cross-off sheets.
These sheets allow my students to track where they have been or where they have to go easily. Using them isn’t the modification but some students struggle with self-selected choices. For those students who don’t finish their station or work, I modify their cross-off sheet and TELL them where to go.
After a few weeks of this, I change their sheet to where they have to go first, then they can choose a station, then I choose, etc. If that works, we leave it for a few weeks. If not, I go back to making their choices.
After a few successful weeks of a combination of choices, I start them off at a station, then they choose.
As you can see I tamper off the help as they grow and change.
Nobody wants a traffic violation on their driving record. But sometimes they just happen and before you know it you can see the police car in your rear view mirror. Luckily Traffic School 2 U is here to help you take care of that unfortunate traffic violation and help you to get it off your record.
I am a big believer in having high expectations in the classroom! Year after year, my students and I benefit from the expectations I set both academically & behaviorally. Great book study!
Learning at the Teacher Table
This has been a great book study! Thank you for sharing your great post! 🙂