Using The daily five

1. Using The daily five Presented by Deanna Rainer and Jenny Oesterle

2. Agenda Day 1 Welcome! • Ice Breaker • Introduction to The Daily 5 • Break out sessions • Closure

3. Ice Breaker Whip Around • It surprised me when a student… • The strangest job I ever had… • The weirdest gift I ever got… • Share at your table. • Pick the best story to share with the whole group

4. What is the Daily 5? The Daily 5 is more than a management system or a curriculum framework – it is a structure that will help students develop the daily habits of reading, writing, and working with peers that will lead to a lifetime of independent literacy.

5. Management Systems: How we have evolved… Our first years Now with the Daily 5 • Teaching and learning behaviors We would mention behaviors once and expect students to know and do them. We teach and practice skills until behaviors become habits and “default” behaviors.

6. Management Systems: How we have evolved… Our first years Now with the Daily 5 • Expectations about students We thought students should come to us knowing the appropriate behaviors. We know that each class is different, and we spend at least 20 days building community, defining and practicing behaviors, building stamina, and assessing the needs of this particular group of children.

7. Management Systems: How we have evolved… Our first years Now with the Daily 5 • Monitoring student behavior We monitored student behavior. Students self-monitor their behavior.

8. Management Systems: How we have evolved… Our first years Now with the Daily 5 • Small groups Table points written on board and awarded by teacher. Groups of students practice and encourage each other on defined, desired behaviors.

9. Management Systems: How we have evolved… Our first years Now with the Daily 5 • Individual Individual “star cards” with stars awarded by teacher. Individual students reflect with self and confer with teacher and class about their particular behavior goals they are working to achieve.

10. The Five Tasks of the Daily 5 • Read to Yourself • Read to Someone • Work on Writing • Listening to Reading • Spelling/Word Work

11. Core foundations of 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

12. Sense of Urgency • The sense of urgency comes from understanding why we are doing something. • The purpose for each task should be clear, so the activity becomes worthy of concentrated effort and time. • Explain to students why they: read to themselves read to someone listen to reading write complete word work tasks

13. Stamina • The stamina needed for the Daily 5 is much like the stamina needed for physical activity. • If we start with a task that children have no stamina for or lack the ability to do, they are not only doomed to frustration and failure, but why would the ever return to that activity on their own? • It takes time to build stamina. Be patient!

14. Why use the Daily 5? • The Daily 5 allows us to have instruction time in one-on-one and small group settings because the bulk of the class is independently engaged in worthwhile and meaningful activities. http://www.thedailycafe.com/members/313.cfm

15. Taking A Look Line up according to the years of teaching experience.

16. Reciprocal Teaching Jobs • Notetaker (Stars) Your job is to predict what will happen in the next section. You need to base your prediction on something such as clues you got from the reading. • Reader (Smiley Face) Your job is to begin reading the section(s) assigned and delegate next reader.

17. Reciprocal Teaching Jobs • Reporter (Sun) Your job is to report out and share the information your group discussed to the whole group. • Questioner (Frog) Your job is to come up with questions to ask your group. You want to design questions that might start with these words: Explain, Describe, Identify, List, Characterize, Classify

18. Reciprocal Teaching Jobs • Summarizer (Lady Bugs) Your job is to lead a group discussion and respond to questions that occurred during the reading.

19. Chapter Presentations In your groups, use the reciprocal teaching model to create a visual representation of the material in your section and share with the group. Chapter3 Chapter 4 Chapter 5 Chapter 6 Chapter 7

20. 3-2-1 3-Write down 3 things that you learned 2- Write down 2 things you are going to try NOW! 1- Write down 1 question you still have See You Tomorrow!!

21. Using The daily five Presented by Deanna Rainer and Jenny Oesterle

22. Agenda Day 2 • Welcome • Finishing Touches • Share Chapter Presentations • Break • Practicing The Daily Five • Trouble Shooting • Closing and Evaluations

23. Putting The Daily Five Into Action Line yourselves up according to the grade level you will be teaching during the 2011-2012 school year.

24. Stamina Stamina may be a new word for your students. If so, listen in while Joan works with Christie and her students. She tells a story about stamina that we use with all grade levels. We relate stamina to running, because many students have background knowledge with running, being tired and pushing themselves to run a bit farther. Listen and watch the children begin to understand how stamina relates to reading. We believe teaching the students the word stamina will help them stick with reading, even when it is hard. Joan tells them honestly that some days it will be harder than others to stick with their reading. They will be faced with the opportunity to push through that feeling and stick with it, knowing the best way to become a better reader is to read. www.thedailycafe.com/members/184.cfm

25. Launching Read To Self • This video of Christie's 4th grade students shows the process of taking the two dimensional 'I chart' for Read to Self and making it three dimensional. Students take their ideas and immediately apply them in practice, later reflecting and refining for success. • http://www.thedailycafe.com/members/185.cfm

26. Check In Between Rotations In between each round of Daily 5 there is time for a focus lesson, brain break, check in and/or sharing. These short bursts of instruction allow for brain compatible learning as well as shifting student's attention, allowing them to go back into their next round of Daily 5 with renewed stamina. http://www.thedailycafe.com/members/766.cfm?sd=43

27. Work on Writing Video clip on how to hold writing conferences and mini lessons with a small group. • This small group of writers is meeting with Gail and Natalie to discuss word choice. Gail uses 2 different pieces of writing to demonstrate the purpose of finding the right words: * to make the piece more interesting * to help the reader understand what the author is saying. • http://www.thedailycafe.com/members/305.cfm

28. Sharing at the End Sharing can be a powerful teaching time as well as a chance to celebrate growth. In this video, Joan has asked Janice and Brady to share because they both have something to offer that will benefit the class. After sharing, the students describe what they noticed these young writers doing well. Compliments vary from content, to conventions, to behaviors of independence. The little sentence strip book is a great option for students who want to practice heart words. http://www.thedailycafe.com/members/285.cfm

29. Word Work “Creating and maintaining a time to focus on words is critical to developing readers, writers, and communicators.” • Using the Tree Map, discuss and generate activities that focus on spelling and vocabulary work. • Think of activities that allow your students to experiment, practice, add, and generalize patterns.

30. Work On Writing “We have seen a direct correlation between student motivation , ability, and productivity and this increase in writing practice.” • Using the Circle Map generate writing ideas that fosters meaning for students. Ideas for Writing

31. Read To Self and Read To Someone “I’m advocating a carefully designed, structured reading program that includes demonstrating, teaching, guiding, monitoring, evaluating, and goal setting along with voluntary reading of books students choose…” • Brainstorm ways to teach about selecting Good Fit Books. • You may consider creating bookmarks, posters, etc.

32. Listen To Reading “ We need a definite purpose, a specific reason for listening, otherwise we don’t pay attention and don’t really hear or understand.” • Using the internet, explore activities the promote Listening to reading. • Check out: • http://www.storylineonline.net • Post thoughts and ideas on Blog • http://joesterle.weebly.com/

33. Check out The Daily Five On The Web!!! http://www.thedailycafe.com/

34. Follow Up Activities • In September and February you will need to report back to us via email on how The Daily Five is working for you. • All the data will be collected and sent to the district office as part of the course requirements. • You can: • Write a summary about what is working and/or problems • Send a lesson plan that has Daily Five Activities • Other?

35. Questions!