create a natural flow to avoid bottle necks and traffic jams.
use every inch of space (vertical and horizontal) that you can.A couple of things that I have learned from working in a small classroom is: The layout of your classroom can make or break station’s success. But I promise, I’ll talk about that and how you do start out in a bit. First of all, there will be a great number of students who have never been to school before and have never had to learn to transition from station to station or work independently. This is NOT a reality in the first couple of weeks of school. For now, here’s my template…īut this is after all stations are up and running. There’s a spot for including the standards, the activity, an area for differentiating by color and then a space for choices. When I write them in my plan books, I use this lesson plan template and attach it to my planbook plans. If you were going to see these rotations on paper. It’s also very convenient to have that extra day just in case my D6 stations get interrupted by a snow day, assembly or late start Monday (PLCs) which we have once a month. I save that day for Science, Art and thematic activities that take a big period time. That means students would visit the same stations Monday and Wednesday and that they would visit the second set of stations on Tuesday and Thursday.Įveryone always asks, what about Friday? What will you do on Friday? Because I have other literacy activities going on through out the day, I don’t do D5 stations on Friday. I decided to have students visit three of those stations the first day of stations and the second set of three stations the second day of stations. I knew I had six stations to work with and an hour of stations to make them fit. When it came to figuring out a station rotation plan, I started with the basics. Of course, there are other literacy activities going on throughout the day, but Daily 5 work stations are only one hour. That’s a total of one hour of literacy station work. So instead, students travel to 3 stations each day for 20 minutes. And because of time constraints, I don’t have the time for them to visit 5 stations for 20 minutes each day. It’s not that I think choosing is a bad thing, I simply find it easier for me in my class, to have students assigned to each station and offer choices as part of the station itself. This is where I differ from Daily 5 purists. They do not go to each station every day though, and they do not choose.
#Daily 5 introduction lesson planner full#
When Daily 5 (or D6 as I’ll refer to it here in this post) is up and running at full steam, these will be the stations that students will visit.
Let me tell you about how I get started before I even get started. Ok so now that we’ve got that out-of-the-way. it’s actually Daily 6, because I have six instead of five stations going on.
In fact, in my room, it’s not even Daily 5. So don’t be surprised if I do something that ‘the sisters’ don’t.
#Daily 5 introduction lesson planner how to#
I’m not here to tell you how to run your stations or what you should do, I only want to share what works for me and maybe some piece of it will help you. I love the components and philosophy of ‘the sisters,’ and by tweaking things a bit here and there, I’ve had really great results with literacy instruction in my classroom. I’ll show you set up, groupings, organization and eventually how I start to differentiate.ĭAILY 5 IN THE DIFFERENTIATED KINDERGARTEN CLASSROOMįirst of all, I have to tell all of you, I am NOT a Daily 5 purest or expert. Like with my math stations, I am hoping to give you a glimpse of Daily 5 and how it looks throughout the year in my own classroom. Because hey, if you can avoid and learn from my mistakes, then it makes them even more valuable. So I’m trying, desperately to make sure I document these first days of math stations and now Daily 5 Stations so I can adjust and improve and share the good, the bad and the ugly with all of you. It gets difficult to remember the hard work and organization that it took to get your from there to where you are now, but by remembering the parts that went well and the parts that didn’t, you can always improve each year. About halfway through it, you try to look back and figure out exactly how it all started. The beginning of the kindergarten year is such a blur.
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