Just a thought- past practice was s reads one book with teacher in guided reading group, a different book from reading Baggie during ind reading, and another book at home each night and now we have children on Raz kids.
A parent said to me my daughter cannot keep track of al. Of these stories, characters, etc. is this overload?
How does one mainstream all these opportunities to read?
Well, your Raz books are just listened to during Listening to Reading, right? So the students should just enjoy them while listening.
Perhaps for this particular student, the book that you give her in your group work could be the book she takes home to share. Or, a book from her book baggie that she read during Read to Self time could be the take home book.
I don’t think most kids feel that confusion, so making accommodations for this little one would be easy to do.
| Title | Category | Replies | Views | Activity |
|---|---|---|---|---|
| Introducing Daily 5 in Upper Elementary | Daily 5 | 4 | 2.9k | 2 days 19 hours |
| Daily 5 and ELA Curriculum: How do you fit everything in? | Daily 5 | 0 | 165 | 1 month 3 weeks |
| Could the daily 5 be used in a tutoring environment? | Daily 5 | 1 | 121 | 2 months 3 weeks |
| Daily Five and Science of Reading | Daily 5 | 1 | 1.2k | 9 months 2 weeks |
| Best way to start? | Daily 5 | 0 | 1k | 11 months 2 weeks |
| Lesson Plan Book | Daily 5 | 0 | 951 | 1 year 6 days |
| Introducing Daily 5 and Cafe to upper primary students (in Australia) | Daily 5 | 1 | 1.4k | 1 year 1 week |
| Daily Five with Social Distancing in the classroom | Daily 5 | 4 | 2.3k | 1 year 9 months |
| How To Maintain Daily 5 Routines from Home | Daily 5 | 3 | 988 | 1 year 10 months |
| K-1 Coaching Series | Daily 5 | 0 | 519 | 1 year 10 months |
This content is reserved for All-Access members. Consider upgrading your membership to access this resource.
