Would really appreciate advice on this…
I am going to begin implementing Daily 5 in my year 1&2 classroom this year.
When students are reading to themselves, what is the best thing for the teacher to be
doing then?
Hearing specific students read quietly one at a time as they need the extra help?
I am unsure.
Thank you!
The time we have during Read to Self is like gold! Yes, this is the time we have to confer with our students one on one. If you would like to read about lconferring, here are some links to get you started.
This link is to a short article about the value of conferring:
https://www.thedailycafe.com/articles/the-value-of-conferring
This one is a link to the area on the website with LOTS of articles, videos and hints about conferring:
https://www.thedailycafe.com/search/results?tab=0&keywords=conferring&author=0&data[articletypes]=0&article_search_button=Search
| Title | Category | Replies | Views | Activity |
|---|---|---|---|---|
| Digital Lessons from Appendices? | Daily 5 | 1 | 122 | 1 month 2 weeks |
| Introducing Daily 5 and Cafe to upper primary students (in Australia) | Daily 5 | 3 | 2.5k | 6 months 5 days |
| Daily 5 and ADHD | Daily 5 | 0 | 257 | 6 months 5 days |
| Daily 5 and Behavior | Daily 5 | 0 | 327 | 6 months 6 days |
| Daily Five and Science of Reading | Daily 5 | 5 | 4.4k | 11 months 3 weeks |
| Daily 5 and ELA Curriculum: How do you fit everything in? | Daily 5 | 1 | 967 | 11 months 3 weeks |
| Daily 5 Rubric | Daily 5 | 0 | 558 | 1 year 3 days |
| Stevenson Phonics and Daily 5 | Daily 5 | 0 | 370 | 1 year 1 week |
| Not enough time | Daily 5 | 0 | 470 | 1 year 3 weeks |
| phonics | Daily 5 | 0 | 518 | 1 year 3 weeks |
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