T HE D AILY F IVE By: Joan Moser and Gail Boushey * READ TO BE BETTER READERS * WRITE TO BE BETTER WRITERS Reggie Routman and Richard Allington show that we are used to teaching 80% of the time and practicing 20% of the time. Now we know it needs to be us teaching 20% of the time and students practicing 80% of the time. It is the same as sports, you have to physically practice to get better! S INCE 1946, RESEARCH SHOWS THAT KIDS NEED TO . W HAT IS THE D AILY F IVE ? It is a student-driven management structure designed to fully engage students in activities that support literacy~ reading and writing. The Daily Five is a literacy structure that allows for differentiation in the classroom and provides consistency. It creates routines and procedures that foster independent literacy routines that become habit. It is a system of five literacy tasks that teaches students independence. T HE D AILY 5 T ASKS Read to Self The best way to become a better reader is to practice each day with Good Fit books that you have selected yourself. Its Fun! Work on Writing Just like reading the best way to become a better writer is to write each day. Its Fun! Read to Someone Partner reading provides opportunities to practice strategies, improve fluency, check for understanding, and hear your own voice while sharing in the learning community. Word Work Expanded vocabulary leads to greater fluency in reading, therefore increasing comprehension. Becoming more proficient as a speller leads to writing fluency and the ability to get your ideas down on paper. Listen to Reading Just hearing fluent and expressive reading of good literature expands your vocabulary; helps build your stamina and will make you a better reader. Boushey & Moser The 2 Sisters D AILY 5 K EY V OCABULARY I-Charts - What students/teacher are doing Anchor Charts What Good Reading/ Writing Looks Like it anchors their learning Launching - Training them on what to do management system Stamina - Building Independency T HESE F OUNDATIONS ARE I MPORTANT TO T HE D AILY F IVE - Trusting students Providing choice Nurturing community Creating a sense of urgency Building stamina Staying out of students way once routines are established H OW CAN I HELP ? Research indicates that an independent-level or good fit book for children is one they can read with 99% accuracy. (Richard Allington, March 2005) 1. I choose a book (independently!) 2. P urpose Why do I want to read it? 3. I nterest Does it interest me? 4. C omprehend Am I understanding what I am reading? 5. K now Do I know all or almost all of the words? CAFE CAFE is an acronym for Comprehension, Accuracy, Fluency, and Expanding Vocabulary. The system includes goal-setting with students in individual conferences, posting strategies on a whole-class board and developing small group instruction. R EVIEW OF F IRST Q UARTER O BJECTIVES Some of the Common Core Standards have been designated as Focus Standards and will be assessed or observed multiple times as part of the quarterly grade. Other Common Core Standards will be taught throughout the semester and may be commented on. F IRST Q UARTER O BJECTIVES Key Ideas and Details RL2.1 Ask and answer, such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. F IRST Q UARTER O BJECTIVES Craft and Structure RL2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. F IRST Q UARTER O BJECTIVES Integration of Knowledge and Ideas RL2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. RI2.7 - Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. F IRST Q UARTER O BJECTIVES Text Types and Purposes W2.3 - Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. F IRST Q UARTER O BJECTIVES Production and Distribution of Writing W2.5 - With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. F IRST Q UARTER O BJECTIVES Speaking and Listening SL2.1a Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). T H OME Read with and to your child. Model reading, discussing vocabulary and elements of the story or text. Listen to your child read and support them as they do their weekly comprehension passage. Visit the local library to encourage a love of books! Encourage all kinds of texts: picture books, chapter books, nonfiction, poetry, etc. Utilize Big Universe at home great resource for nonfiction texts. When writing responses, assist your child in writing complete sentences. Help your child to choose good-fit books for independent reading. By the end of 2 nd grade, children should have the stamina to read approximately 45 minutes independently. (Tell them to turn off the TV and put away the xbox!) W ORD W ORK Second grade will continue the word work that was started in kindergarten and continued into first grade. The resource that we use is Letterland. L ETTERLAND There will be a skill that is focused on each week. The words for weekly Word Work will give the children practice with that particular skill. Some of the skills may include syllable divides, vowel combinations, etc. Starting this week, the second grade team began sending a grid for Word Work homework to remain in the B.E.E. binder. Your child will choose ONE activity from the grid each week on the given day. W ORD W ORK H OMEWORK G RID Q UICK C ODING S ECOND G RADE M ATH QUARTER 1 OBJECTIVES NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens - called a "hundred." b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s. NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >;, =, and < symbols to record the results of comparisons. Use place value understanding and properties of operations to add and subtract O BJECTIVES ( CONTINUED ) NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of 2 equal addends. V OCABULARY Math Mountains Partners and Total Addends Sum Difference Break-aparts Switch partners Doubles Equal to = Not equal to More Less (fewer) Equation Chains Hundred, Tens, and Ones Skip Count Base-Ten Number names to 1,000 Expanded Form Standard Form Greater than/Less than Digit Compare Commutative Property M ANIPULATIVES Base Ten Pieces Ten Frames Number Lines Hundreds Board T IPS AT H OME When answering word problems, answers should include a label. Monitor your childs homework each night. Encourage your child to explain their strategy/thinking in writing. Continue to practice basic math facts with your child at home to improve their fluency. *Monitor weekly newsletter for math websites, resources, and video links.