The Daily Five

1. The Daily Five Presented by: Christine Taylor

2. Are you asked to…. • Differentiate your instruction? • Teach children in small groups? • Confer individually with students?

3. Historical Overview Daily Five

4. Literacy Block Development Over Time Seatwork Basel ProgramNow (The Daily 5 approach) Teacher Driven Student Drive Low student engagement High student engagement Tended to be busywork activities Meaningful reading and writing Artificial reading and writing Authentic reading and writing Little time spent reading Majority of time spent reading

5. For Teachers…. Deliver 3 – 5 whole group lessons each day Teach 3 – 4 small groups of children each day Confer with 9 – 12 individual students each day Hold all students accountable for eyes-on-text For Students… Engaged in the act of reading and writing for extended amounts of time Receive focused instruction on building and maintaining independence Receive tailored instruction through whole group, small group, and/or individual conferring, by their skilled classroom teacher, each day What sets The Daily Five Apart?

6. Since 1946, research shows that kids need to….* read to be better readers * write to be better writers • It use to be that we would teach 80% of the time and practice 20% of the time…. • Now we know it needs to be us teaching 20% of the time and students practicing 80% of the time. It is the same as sports, you have to physically practice to get better!

7. The Daily Five is…. • Tasks • 5 tasks • System • teaching all students independence • Structure • Providing consistency

8. Research shows that a child’s age is equal to how many minutes of direct instruction they can stick with in the upper cortex of their brain. After that time, thinking shifts to the lower cortex (which controls eating, sleeping, breathing). This is why direct instruction lessons are BRIEF!!

9. 5 Tasks of The Daily Five • Read to Self • Read to Someone • Work on Writing • Listen to Reading • Word Work

10. The core foundations that are essential to the Daily 5. • Trusting students • Providing choice • Nurturing community • Creating a sense of urgency • Building stamina • Staying out of students way once routines are established

11. 10 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 • Show what it looks like – 3 dimensional • 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.)

12. 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?” • 7. Everyone practice and build stamina (3 minutes) • Don’t set timer, look for body clues.

13. 10 Steps to Teaching and Learning Independence • 8. Stay Out of the Way • Use “the magical power of a teacher’s eye” • Watch for “The Barometer Child” • 9. Quiet Signal – Come back to Group • When stamina is broken, use signal. • 10.Group Check In – “How Did You Do?” • This is time for self reflection and sharing.

14. Launching the Daily 5 • Establish a gathering place for brain and body breaks • Develop the concept of “good-fit” books through a series of lessons – set up book boxes • Create anchor charts with students to hang on the walls for referencing behaviors • Short, repeated intervals of independent practice • Establish calm signals and check-in procedures • Model the correct and incorrect behaviors (look like/sound like)

15. Launching Read to Self • Establish the 3 ways to read a book • read and talk about the pictures • read the words • retell a previously read book • Make an anchor chart with students help • Establish “why” under the heading “Read to Self” • Why: to become a better reader • Student models incorrect and correct behavior and discuss what you notice • Practice read to self • Start with just 3 minutes • Build stamina

16. Launching Read to Someone • Model and practice EEKK (elbow, elbow, knee, knee), voice level, and “check for understanding” • Create an anchor chart with students • Establish the “why” • Helps us become better readers, best way to practice fluency, it is fun • Student models incorrect and correct behavior and discuss what you notice • Students practice reading the pictures and reading the words with their partners sitting EEKK. • Continue model and practicing additional steps to buddy reading • I read, you read • How to choose books • Choosing your own classroom spot • How to choose a partner • Coaching or time

17. Listen to Reading • Make an anchor chart with students help • Establish “why” • Helps us be better readers, helps us learn and understand new words and stories, it is fun • Student models incorrect and correct behavior • Day 1- material setup, using the computer, listening and following along with words and/or pictures • Students practice what has just been modeled • Continuing modeling and practicing • Putting materials away neatly • Listening to a short story, finishing it, and starting a new story • What to do if work time is up before the story is finished

18. Launching Working on Writing • Make an anchor chart with students help • Establish “why” • Helps us become better readers and writers, we care about writing and the people who read it, choice, it is fun, works on the fluency of writing • Student models incorrect and correct behavior • Day 1- model what to do when writing words they can’t spell • Students practice what has just been modeled • Continuing modeling and practicing • Where we sit • What materials to use during writing • Notebook, pencil, colors, paper choice, stickers, journal prompt • What do I want to write • Story (fiction or small momemt), book, letter, how-to, persuasive, poetry, sticker story, storybird, brain-pop jr.

19. Launching Word Work • Brainstorm some of the materials that can be used to practice spelling • Whiteboards, magnetic letters, wikki stix, play-dough, letter stamps, colored markers, etc. • Create an anchor chart with students • Establish the “why” • Helps us become better readers, writers, and spellers, we care about our writing and the people who will read it, it is fun • Student models incorrect and correct behavior and discuss what you notice • Students practice • Continue model and practicing setting up and working with materials • One person takes out the materials of his or her choice and sets them up in a quiet location, get started quickly, stay in one spot except to get and return materials, work the whole time, work quietly, work on stamina, try your best • Continue to add in additional materials for word work and discuss • Rhyming dominos, word sorts, stamp a word, word family, sight word bingo, rhyming bingo, make a word , Spalding cards, task cards

20. If you encounter problems… ask yourself these questions: • Did I allow enough time for training muscle memory? • Have I reviewed the I-charts? • Am I staying out of the way and allowing the children to work independently? • Am I allowing choice? • Are some children allowed to share each day? • Have I had behaviors modeled correctly and incorrectly? • Who can I collaborate with for support?