Chapter+2

__ The Daily 5- Fostering Literacy Independence in the Elementary Grades __ Gail Boushey and Joan Moser Stenhouse Publishers, Portland, Maine 2006


 * Chapter 2- From "Management" to "Principled Habits": **
 * Foundations of the Daily Five **

Chapter 2 serves as an overview of the six core foundations of The Daily 5. It was a quick read and, while not examining the six foundations in-depth, did provide some food for thought.

1. Trusting students 2. Providing choice 3. Nurturing community 4. Creating a sense of urgency 5. Building stamina 6. Staying out of the students' way once routines are established
 * 6 Foundations (p. 18)**

"Without trust in the teacher, the step toward independence and mastery of a new skill is less likely to happen. At that moment, when fear balances against hope, it is trust that makes the difference." (Managing Transitions by William Bridges. p. 108)
 * Trust** between teacher and student, but also between students themselves.

__//"Purpose + Choice = Motivation" (p. 21)//__
 * Providing Choice** is most powerful when accompanied with a clear goal in mind. Simply allowing students to self-select a writing topic or IDR book may not garner the desired results. On page 20 the authors list five questions students reference when planning their Daily 5 time.

Two ideas struck me in the **Community** section of this chapter. First, "each new group of children will fashion their own unique community based on the schema they bring to the classroom and the experiences they have during that year." (p.21) Trying to replicate the same class community year after year might be ineffective in that each set of students as a unique group personality, individuals and abilities. While certain underpinnnigs may be a part or each year, processes and procedures may have to vary from year to year. The second idea was the concept of encouraging students to hold each other accountable for the actions of their classmates. Do we teach this, or allow it to evolve naturally? Hmmm. ..

A **Sense of Urgency** roused my interest as I read the foundations list. As I read the explanation on pages 22 and 23, guess what came to mind? That's right, CWTs! A sense of urgency with learning comes when the students are made expressly aware of why they are being asked to engage in a specific activity. In this chapter the authors do not expound on the "why" for each component of The Daily Five. I am curious to see if they do so as they discuss each component in subsequent chapters.

A. Attempt it without success and never return to the gym. or B. Laugh in his/her face and go get a Krispy Kreme.
 * Stamina** in The Daily Five is much like stamina in an exercise program. It has to be built up over a period of time. If at the beginning of an exercise program, a trainer required us to complete a triathalon, most of us would either:

If on day one of communication arts instruction we have a 30-minute IDR block, can we be sure each child in the classroom has the level of reading stamina to successfully perform such a task?


 * Stay Out of the Way** is the final principle of The Daily Five. Very interesting anecdote concerning this principle on page 25.

I would enjoy hearing from each of you as to what struck you about the various principles espoused in Chapter 2.