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March, 2011


Dear Literacy Place for the Early Years Teacher,

The topic for this month's tip was generated during a discussion with teachers who were introducing literacy centres in their classrooms. They wondered: How does LPEY align with The Daily 5?

LPEY enables you to implement a comprehensive literacy program in your classroom. There are student materials and lesson plans for whole class, small group, and individual instruction in reading, writing, and working with words. The Daily 5 designed by Boushey and Moser is a structure/framework that helps "students develop independent literacy habits, so that you are free to work with small groups or have individual conferences" (The Daily 5: Fostering Literacy Independence in the Elementary Grades, p. 15). This structure ensures students manage their own time and are fully engaged in meaningful reading and writing. Independence is established through significant teacher and peer modeling and direct instruction.

As you read the Literacy Centres section of the LPEY Reading Guide, you will find many similarities with The Daily 5 activities. In LPEY, literacy activities are grouped into four basic areas: Exploring Books (Print), Re-reading, Responding, and Working with Words. In The Daily 5, tasks include: Read to Yourself, Read to Someone, Work on Writing, Listen to Reading, Spelling/Word Work. The following chart compares the two types of activities:

LPEY The Daily 5
Exploring Print — Reading Centre
- students read self-selected texts independently, record text titles on a reading log, and practice particular strategies

Purposes:
- to encourage students to apply the strategies learned in other instructional contexts
- to develop fluency
- to provide opportunities for students to self-select appropriate fiction and non-fiction texts

Read to Yourself
- students read IPICK good-fit books independently for a sustained period of time

Purpose:
- to become a better reader

Read to Someone
- students read and discuss books with a partner

Purposes:
- to develop self-sufficiency
- to increase reader involvement, attention, and collaboration

Re-reading Centre
- students work with a partner or in a small group to revisit a familiar text

Purposes:
- to enjoy successful reading experiences by re-reading familiar texts
- to develop fluency
- to enhance and deepen comprehension as texts are revisited

Listen to Reading
- students listen and follow along with pictures/words of new and familiar texts

Purposes:
- to become better readers
- to help understand new words and stories

Responding Centre
- students read or re-read a text independently and respond to the text ideas by talking or writing about it, dramatizing sections, researching further information, or completing artistic interpretations

Purposes:

- to clarify comprehension of, and expand thinking about, texts
- to write, discuss, or draw their thoughts and opinions about texts
- to think critically and share ideas with others
- to revise ideas following discussions with others
- to research a topic that interests them

Work on Writing
- students work individually or with a partner on writing of their choice

Purposes:
- to continue writing that has been started during Writer's Workshop

Working with Words
- students participate in various word activities designed to develop skills and understanding of words and sounds

Purposes:
- to develop fluent recall of high-frequency words (word recognition and spelling)
- to practice word solving and building, and language predictability strategies learned in other instructional contexts

Spelling/Word Work
- students practice spelling and vocabulary work (e.g., spelling patterns, high-frequency words, unique and interesting words)

Purposes:
- to become better readers, writers, and spellers
- to promote awareness of author's intention to write for a reader

Whether you use the LPEY suggested literacy activities or The Daily 5 tasks, ensure that you spend considerable time on modeling expectations, behaviour, and the tasks to be completed by students. Simple written instructions and T-charts/I-charts are extremely helpful for student reference. The Daily 5 provides valuable timelines on how to begin implementation of literacy activities and samples of student charts. Check out this great professional resource and incorporate both LPEY and Daily Five ideas to enhance independence and literacy learning in your classroom.

Happy teaching,
Sue Jackson signature
Sue Jackson
National Literacy Consultant
Scholastic Education Canada



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