The Daily 5

1. The Daily 5 Written by: Gail Boushey and Joan Moser “The Sisters” South Plainfield School District July 11, 2013

2. The typical teacher has children doing a lot of “stuff”. How is what I am having children do creating readers and writers? - RegieRoutman

3. Check all that apply!Would you like to successfully… Differentiate reading instruction in your classroom? Teach children in small groups? Read with students individually? Do all of this while the rest of your class is fully engaged in independent reading and writing activities?

4. Literacy Evolvement Basal Centers Workshop Daily 5 • Teacher driven • Less time spent reading • “Busy work” • Artificial reading & writing • Student driven • Majority of time spent reading & writing • Meaningful, authentic reading & writing

5. Daily 5 is… • Literacy structure • allows differentiation • provides consistency • a system of teaching independence • Integrates literacy instruction and classroom management • Allows for integration of reading & writing instruction • Five independent literacy tasks completed daily by students – self-monitored • The Daily 5 does not hold content. It is a structure. Your content comes from your curriculum standards.

6. What’s different about the Daily 5 from what I am already doing? Teachers . . • Deliver more whole group mini- lessons • Skillfully teach guided reading groups • Conference individually with readers • Hold students accountable for spending time in text • Utilize data to guide literacy instruction Students . . . • Engaged with reading and writing on a daily basis for a maximum amount of time • Receive explicit instruction in whole & small groups and on an individual basis • Build and maintain independence in completing literacy activities • Self-monitor own behaviors

7. Remember 40 – 30 - 20 -10? • Everyday children should spend… • 40% time reading (not visiting; TIME IN TEXT) • 30% time writing • 20% time in word work • 10% time in listening to text Children should spend a minimum of 90 minutes per day reading in school. Instruction is in addition to those 90 minutes. - Richard Allington

8. Foundation for Daily 5 • Trust + Explicit instruction = independent learners (accountability) • Providing choice • Nurturing environment • Creating a sense of urgency • Building routines until behaviors become habits and “default” behaviors • Building stamina • Stay out of the students’ way until routines are established

9. Steps to Teaching and Learning Independence • 1. Identify what is to be taught. • Today we are going to….. • 2. Setting Purpose – Sense of Urgency • Tell the students why… • 3. Brainstorm behaviors desired using an “I” chart. • What does it look like, sound like, feel like? • Read the whole time. • Stay in one spot. • Read quietly. • Get started right away. • 4. Model most desirable behaviors. • As they do this, go over “I” chart and then ask: “Will ____ become a better reader if he does this?” (Self assessment is so important.)

10. Steps to Teaching and Learning Independence • 5. Model least desirable behaviors. • Michael Grinder calls this “training your muscle memory”. As a child is modeling this, go through chart and ask children, “Will ___ become a better reader if he does this?” • Then, have the child show you he/she can do it correctly. • 6. Place students around the room. • Children want to be comfortable • At the beginning we place them and after awhile we show them how to choose. We ask them, “Where do you read best?”

11. Steps to Teaching and Learning Independence • 7. Everyone practice and build stamina (start with 3 minutes) • Don’t set timer, look for body clues. • Use stamina graph. • 8. Teacher Stays Out of the Way • Use “the magical power of a teacher’s eye” • 9. Quiet Signal – Come back to Group • When stamina is broken, use signal. • 10.GroupCheck In – “How Did You Do?” • This is time for self reflection and sharing.

12. Daily 5 Management System • Students can choose order of Daily Five tasks • Purpose + Choice = Motivation • Students can have a work board (order of tasks assigned) • Each student needs folder for completed Daily Five work • Each student needs a book box to store “just right” books for Daily Five reading tasks (Read to Self; Read to Someone)

13. What do you teach in the first few days? • Establish a whole group meeting place • Model “Three Ways to Read a Book” • Determine “good fit” books - “I PICK” (book boxes) • Anchor charts • Stamina • Short, repeated, consistent intervals of independent practice • Model correct/incorrect behaviors • Launch one Daily a week; add new Daily to one(s) they did last week

14. What does Daily 5 look like? • Brief, daily instruction between rounds • Five rounds of literacy tasks • Read to Self • Work on Writing • Read to Someone • Working with Words • Listen to Reading

15. Read to SelfThe best way to become a better reader is to practice each day, with books you choose, at your just-right reading level. It soon becomes a habit. • “I” chart • Looks/sounds like • Tasks • Expectations

16. Three Ways to Read a Book • Read and talk about the • pictures. • Read the words. • Retell a previously read book.

17. I PICK • I choose a book • P urpose - why do I want to read it? • Interest - Does it interest me? • Comprehend - Am I understanding what I am reading? • K now - I know most of the words.

18. Work on Writing Just like reading, the best way to become a better writer is to practice writing each day. • “ I “ chart • Looks/sounds like • Tasks - Graphic Organizers - Reading Response Journals • Expectations

19. Work on Writing Focus lessons • Behaviors/expectations • Use of materials • Stamina • Unit of Study focus lessons

20. Write about Reading Launching – Day 1 • Urgency of purpose • “I” chart - expectations • Looks/sounds like Launching – Day 2 • Tasks(previously introduced in whole/small group) • Model correct/incorrect behaviors

21. Write About Reading Launching – Day 3 • Review “I” chart • Practice, chart time Launching – Day 4 + • Continue to reinforce behaviors & build stamina • Teach focus lessons to incorporate strategies according to your grade curriculum

22. Listening to ReadingWhen we hear examples of good reading and fluent reading, we learn more words, expand our vocabulary and become better readers. • “I” chart • Looks/sounds like • Tasks • Expectations

23. Read with SomeoneReading to someone allows you time to practice strategies, work on fluency and expression, check for understanding, and hear your own voice. • “I” chart • Looks/sounds like • Tasks • Expectations

24. Working with WordsCorrect spelling speeds up the reading and writing process, thus improving writing the ability to get things down on paper. • “I” chart • Looks/sounds like • Tasks • Sorts • Bingo • Concentration • Spell Check • Speed Sort with sand timer • Expectations

25. After implementation, ask yourself. . . • Did I allow enough time for practice and building stamina? • Did I model correct/incorrect behaviors? • Am I allowing choice? • Am I staying out of the way and allowing children to build independence? • Have I reviewed “I” charts and Looks/Sounds like charts? • Who can I go to or collaborate with for support?

26. How does assessment fit into the Daily 5? Guided reading Individual groups conferencing Explicit instruction Differentiated Instruction Anecdotal Records Running Records Individual Reading Inventories

27. What now? • What do I need to do before school starts? • What do I need to do the first week(s) of school? • What should my literacy block schedule look like? • How do I sustain the Daily 5 throughout the year?

28. It’s not enough to be busy, so are the ants. The question is: What are we busy about? - Henry David Thoreau