1. On pages 4-6, the authors present two different pictures of their
classrooms. In thinking about and reflecting on your own practice, how would
you characterize your literacy block? Does it look more like the first or
second scenario, or is it somewhere in between? How will you change it?
This year
I used the four blocks in my classroom and I have loved it! My students all have special needs so I
needed a framework that allows for student choice and differentiation of
levels. I am also lucky because I only
have 11 students and I have 3 EA’s. As
the year has progressed, my students knew what is expected during each literacy
block and were pretty good at being independent. Next year, I am changing classrooms and all
of my students will have more severe disabilities. I’m looking to implement Daily 5 but am curious
how to create the independence when my students will be so dependent on adults
for many things! I think for Daily 5 to
be successful in my classroom next year, a lot of technology will need to be
used!
2. The typical teacher is
very busy having students do lots of different activities. How is what you are
having students do now in your classroom creating quality readers and
writers?
I think a key way in
knowing that you are creating quality readers and writers is to have a clear
understanding of where your kiddos are starting. Many of my students on the autism spectrum
are “fluent” readers; however, they understand little of what they have
read. This is a challenge! With regards to writing, I find that my
students start off not knowing the “power” that writing has. Often the writing process is impeded by fine
motor issues or processing delays. I
think it’s important to find alternative pencils for many of my students. Once the correct “alternative pencil” is
found and students begin to see the “power” in creating or writing you have a
quality writer!
3. What sets the Daily 5
structure apart from what you are doing in your classroom?
Many of the activities that
are included in the framework, I do in my classroom; however, the student are
all engaged in the same type of activity at the same time. I would like to see my students have more choice
in the literacy activities they participate in, but I am curious to see how independent
my kiddos will come!
Thoughts to Ponder:
I am excited to plan to
implement Daily 5 next year. I’m curious
if there are any special education teachers out there that have implemented
Daily 5? Have your students become more
independent then you expected? How did
you have your EA’s support your students?
Did you do lots of training on “supporting” not “doing”? How did you support students that use
augmentative communication devices with “read to self” or “read to someone”?
