I start each class with a Problem of the Day. Once each student has completed their POD, they can make their choices from my chart. It's just a pocket chart with laminated cards- nothing fancy. I don't have a listening center, and my room is pretty small, so we don't do R2Someone. So really, this should be called "Daily 3 and Guided Reading in My Room." Students choose R2Self, Work on Writing, or Word Work. They shop for books once a week when we go to the library, and also as needed during R2Self.
Here's a picture from far away of my D-5 (3!) chart. It's practical and somewhat utilitarian...it goes on the list of "things to change for next year."
Once the choices are made, we disperse to our choices. If you were to walk in during Daily 5, here's what you might see.
Students working at my guided reading table with me, and one student is working at the writing center. There are lots of story starters, like Tara's story bubbles, monthly prompts, and sometimes flip books that I borrow from my teaching partner.
You might see students doing Word Work in pairs, or practicing for a Reader's Theater. That's the only time we do R2Someone. Otherwise it's just too loud in such a small space.
In the foreground, students are doing Word Work. There are staples, like BOGGLE, task cards, and a few other things which rotate monthly. I try to include math word problems in my word work. I really like Sunny Day's word works by month- they include so many practical and useful skills in a fun way! You can see my guided reading table (no room for a kidney table) and tablet. I put my guided reading lesson plan and links on my tablet, and then just move it over to the table when I'm working with a group. (My school is going paper-less.)
We use Fountas and Pinnell Fiction Focus for guided reading, which has worked so well for our students this year! They do not have a lot of background knowledge in the content areas, so it's great to be able to give them those experiences through literature. The current trend in ESL is toward non-fiction reading, and all content-based language; that's great for students who come to the US with some education and a strong first language- mine do not.
After we do one round of Daily 5 (3!) we check in. I will usually do a read-aloud, start an anchor chart, or play a speaking game with them at that point. Here's what I get to see.
Things to change for next year:
1. Get a listening center and/or student computers. (I only have my tablet and I use it with my groups)
2. Change Daily 5 sign...make it prettier!
3. Get some pillows and cushions to make the reading area more comfortable.
4. Do more writing mini-lessons during check-in.
5. Change Word Work more often. (Problem is, I haven't found many that I like. Let me clarify. I haven't found many that are appropriate for my students.)
I think that's a pretty good, achievable list!
I got so much inspiration for D-5 reading teacher blogs over the summer. They helped me figure out what when where when! What the Teacher Wants and Fourth Grade Frolics were the absolute best for learning how to put it all together. I recommend starting there if you're stuck! What does Guided Reading look like in your room? Do you do a version of D-5?
Disclaimer: The Daily 5 & CAFE resources are unofficial adaptations of the Daily 5 by Gail Boushey & Joan Moser. This blog is not endorsed by the 2 Sisters. http://www.thedailycafe.com
Have a good week!