Developmental Readiness vs Barometer Behavior

As teachers it is powerful for us to realize that just because children are not building stamina like the rest of the class doesn't mean they are always the barometer students. In particular when we work with younger children whose bodies may not developmentally be ready for long periods of independent work. That said, how do we support those students who developmentally aren't ready to sustain with as much stamina as others?

Typically when children check in for their first round of Daily 5 we meet with a small group of students for a short focus lesson and then hop up and begin to confer with individuals.

If faced with more than one student who struggles with independence because of developmental reasons, we will switch the order of what we do during each round of Daily 5. Once children check in, we move directly to one-on-one conferring, allowing us to be out among the students supporting those younger children with a touch on the arm, a wink and a nod, or even a bit of coaching as we walk between students conferring.

After those developmentally young children have given all they have to give with being independent, we will often pull them together for a small group, keeping the group work short as well. Once the small group lesson is finished, if the rest of the class is still working independently, we send our small group back out into Daily 5 continuing with their choice. The act of pulling those students together, giving them a short burst of instruction and then sending them back out is enough to reset their stamina clock so they can have more independence and allows the rest of the class the chance to continue with their choice for a longer round uninterrupted.