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Mrs. Janet Larrison invited me in to observe her Kindergartners' progress with reading, writing and the Daily CAFE process. It was so much fun to listen to 5 and 6 year olds learning to read and watching them explore writing words.
Mrs. Janet Larrison invited me in to observe her Kindergartners' progress with reading, writing and the Daily CAFE process. It was so much fun to listen to 5 and 6 year olds learning to read and watching them explore writing words.
Thanks for letting us get a peek into a Kindergarten classroom!
Thanks for letting us get a peek into a Kindergarten classroom!
When beginning to read, children learn by engaging in the act of reading by "Reading the Pictures", "Reading the Words" and also "Retelling a Familiar Story".
When beginning to read, children learn by engaging in the act of reading by "Reading the Pictures", "Reading the Words" and also "Retelling a Familiar Story".
The Daily 5 process begins by modeling "3 Ways to Read" using a short picture book.
The Daily 5 process begins by modeling "3 Ways to Read" using a short picture book.
Daily 5 is a flexible framework, but certain elements are essential to its integrity and success.
Daily 5 is a flexible framework, but certain elements are essential to its integrity and success.
These eight elements fit into four stages: Understand, Prepare, Teach, and Support.
These eight elements fit into four stages: Understand, Prepare, Teach, and Support.
CAFE is part of the Daily 5 structure. There is a CAFE poster on the classroom wall that is worked on throughout the year. The CAFE Menu serves as a visual reminder of literacy skills. The four key components of successful reading are Comprehension, Accuracy, Fluency, and Expanding Vocabulary.
Comprehension
Accuracy
Fluency
Expand Vocabulary
IMG_0580.MOVMrs. Larrison was focusing on the comprehension strategy of predicting what happens next when I visited.
Mrs. Larrison was focusing on the comprehension strategy of predicting what happens next when I visited.
The video above shows the students discussing with their shoulder partners what they think will happen next in the story.
The video above shows the students discussing with their shoulder partners what they think will happen next in the story.
Two students shared their predictions with the class.
Two students shared their predictions with the class.
Next, it was time to do the first round of Daily 5. Earlier in the day, the students picked which of the Daily 5 tasks that they wanted to do during each round. Their choices for the two rounds today were work on writing and read to self. Mrs. Larrison reviewed their choices with students and then she rang chimes to indicate the start of round 1. The students quietly and quickly transitioned to finding their tubs and moving to their independent work spots throughout the room.
Next, it was time to do the first round of Daily 5. Earlier in the day, the students picked which of the Daily 5 tasks that they wanted to do during each round. Their choices for the two rounds today were work on writing and read to self. Mrs. Larrison reviewed their choices with students and then she rang chimes to indicate the start of round 1. The students quietly and quickly transitioned to finding their tubs and moving to their independent work spots throughout the room.
Work on Writing
Work on Writing
Read to Self
Read to Self
IMG_0584.MOVBetween the Daily 5 rounds, the students take a quick brain break to help them get their wiggles out and focus on their next job.
Between the Daily 5 rounds, the students take a quick brain break to help them get their wiggles out and focus on their next job.
IMG_0590.MOVIMG_0593.MOVAfter the brain break, the students work on Phonemic Awarness with the Heggerty Kindergarten Curriculum.
After the brain break, the students work on Phonemic Awarness with the Heggerty Kindergarten Curriculum.
IMG_0587.MOVIMG_0595.MOVConferencing
Conferencing
Next it was time for the second round of Daily 5. During each round, Mrs. Larrison moved between students and listened to them read. They worked on letter sounds, bleding together words on their arms when they struggled with big words. She took notes on student progress in the Daily 5/CAFE conferencing book.
Next it was time for the second round of Daily 5. During each round, Mrs. Larrison moved between students and listened to them read. They worked on letter sounds, bleding together words on their arms when they struggled with big words. She took notes on student progress in the Daily 5/CAFE conferencing book.
Thanks Mrs. Larrison and KL for letting me observe and share your learning!
Thanks Mrs. Larrison and KL for letting me observe and share your learning!
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