Daily 4

1. A Guide to The Daily 5 by Boushey and Moser Daily 4 The first 4-6 weeks Emily Bonnemort

2. Would you like To… • Differentiate instruction in your classroom? • Teach children in small groups? • Confer individually with students? • Do all of this while the rest of your class is fully engaged in independent reading and writing activities?

3. What is the Daily four? • The Daily Four is a literacy structure that allows for differentiation in the classroom and provides consistency. • It is an integrated literacy instruction and classroom management system for use in the reading workshops. • It is a system of four literacy tasks that teaches students independence.

4. The daily 4 • Read to Self • Read to Someone • Listen to Reading • Word Work It is called The Daily Four because there are four literacy components for children to choose from when they go off to work. It is NOT called The Daily Four because they have to do all 4 each day. It is possible to just do “The Daily 3.”

5. What Does it look Like? • BRIEF whole group instruction (5-8 min) • 1stround of Daily 4 (20-30 min) • BRIEF whole group instruction (5-8 min) • 2nd round of Daily 4 (20-30 min) • BRIEF whole group instruction (5-8 min) • 3rd round of Daily 4 (20-30 min) • BRIEF whole group instruction (5-8 min) • 4th round of Daily 4 (20-30 min) • WHOLE GROUP SHARE The Daily Four does NOT hold content, it is a structure. Content comes from your curriculum

6. SAMPLE LITERACY BLOCK Whole Group 5-8 min • VOCABULARY • Teach using “Treasures,”Graphic Organizers, Dramatization, Games • IEF whole group instruction (5-8 min) WRITING ex. Conventions, craft, • 3rd round of Daily 5 (20-30 min) • BRIEF whole group instruction (5-8 min) • 4th round of Daily 5 (20-30 min) Teacher is working with small groups Student Independent Work 20-30 min 1st round of Daily 4 Students choose between Read to Self, Read to Someone, Work on Writing, Word Work, Listen to reading Whole Group 15-20 min • COMPREHENSION: ex. Inferring, predicting, check for understanding • Teach using Shared Reading or Read-aloud • Resources: Stephanie Harvey’s Strategies That Work (fiction), Comprehension Tool-Kit (nonfiction), or “Treasures” Teacher is working with small groups Student Independent Work 20-30 min 2ND round of Daily 4 Students choose between Read to Self, Read to Someone, Work on Writing, Word Work, Listen to reading Whole Group 5-8 min • READING STATEGY ex. Back up and reread, look for a part you know, think about what would make sense • Teach using Shared Reading or Read-aloud • Resources: Big Books, Read it Again by Brenda Parkes, CAFÉ BOOK by Boushey and Moser, On the Same Page: Shared Reading Beyond the Primary Grades by Janet Allen Teacher is working with small groups Student Independent Work 20-30 min 3RD round of Daily 4 Students choose between Read to Self, Read to Someone, Work on Writing, Word Work, Listen to reading

7. SAMPLE LITERACY BLOCK, CONTINUED • IEF whole group instruction (5-8 min) WRITING ex. Conventions, craft, • 3rd round of Daily 5 (20-30 min) • BRIEF whole group instruction (5-8 min) • 4th round of Daily 5 (20-30 min) Whole Group 5-8 min • WORD WORK: ex. spelling patterns, word sorts, word hunts • Teach Using explicit instruction • Resources: Word’s Their Way, Word matters by Fountas and Pinnell BASAL, Stephanie Harvey’s Strategies That Work (fiction), Comprehension Tool-Kit (nonfiction), or BASAL Teacher is working with small groups 4th round of Daily 4 Students choose between Read to Self, Read to Someone, Work on Writing, Word Work, Listen to reading Student Independent Work 20-30 min WHOLE GROUP SHARE: Share work and debrief

8. Since 1946, research shows that kids need to… • Read to be better readers • Write to be better writers • Reggie Routman and Richard Allington show that we are use to teaching 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!

9. Brain research from Michael Grinder shows that a child’s age is equal to how many minutes of direct instruction they can stick within 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!!

10. Foundations

11. Launching routines • When we follow routines day after day, our students can use their energy to grow as readers and learners rather than to figure out what we expect them to do. And we in turn, can focus our energy on teaching, not managing, our independent learners.

12. 10 Steps to Independence: Follow these steps to teach every component of Daily 4 • 1. Identify what is to be taught • Today we are going to… • 2. Setting Purpose – Sense of Urgency • Tell the students why… • 3. Teacher models the desired behaviors • 4. Brainstorm and chart desired behaviors • Ask, “What did it look like, sound like, feel like?” • Write down what the students say • Have them explain why it needs to • look, sound, and feel like that

13. 5. Model least desirable behaviors (teacher and a student) • As a child or you are 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

14. 8. Stay Out of the Way • Use “the magical power of a teacher’s eye” • Walk around, observe, and write good things about each student on a clipboard • 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. • Read what is on the clipboard

15. TeachingRead to Self

16. Read to Self • Urgency or purpose: • Helps us become better readers and writers • It is fun

17. FOCUS LESSONS • Day 1 • Introduce 3 ways to read a book • Read the words • Read the pictures • Retell a story you have heard before • Brainstorm I chart • Follow the 10 steps of teaching independence • Begin working on stamina- 3 minutes

18. Day 2 (Repeat from day 1) • Repeat from day 1 • Model and practice “Three ways to read a book” • Review “I” chart • Follow the 10 steps of teaching independence • Begin working on stamina- 4 minutes • Day 3 • Discuss “Where to sit in room” and record on anchor chart • Continue with above adding 1-2 minutes each day extending stamina

19. Day 4 • Continue to review “I” chart • Teach how to choose “Good Fit Books” Record on anchor chart • Continue building stamina • Continue to build stamina and check-in until students are successful at 15-30 minutes. This will depend on the length of time you expect them to independently read during guided reading groups. • If your class is successful, you may discontinue the incorrect and correct modeling.

20. Teaching Read to Someone

21. Read to Someone • Urgency or purpose: • Helps us become better readers • Best way to practice fluency • It is fun

22. FOCUS LESSONS • Day 1 • Model “Read the same book” • Partners choose one book and each hold a corner of the book • Sit EEKK (Elbow to Elbow, Knee to Knee) • One partner reads a page, the other partner checks for understanding • Switch • Brainstorm I chart

23. Day 2 • Model “Read the Same Book: I Read you Read” • Partners choose one book and each hold a corner of the book • Sit EEKK • One partner reads a page or paragraph, the other partner reads the same page or paragraph (like follow the leader) • Explain that the 1st partner should read fluently and the 2nd partner tries to make his or her pace and expression match the 1st partner’s • Follow the 10 steps of teaching independence • Begin working on stamina- 3 minutes

24. Day 3 • Model “Read a Different Book” • Partners each choose a book • Sit EEKK • One partner reads a page and the other checks for understanding • Other partner reads a page and partner checks for understanding • When stopping, use a finger to mark the page • Follow the 10 steps of teaching independence • Working on stamina- 5 minutes

25. Day 4 • Brainstorm and Practice “How to choose books” • Talk about it and make a deal • Rock, paper, scissors • Follow the 10 steps of teaching independence • Working on stamina- 7minutes

26. Day 5 • Brainstorm and Practice “Where to Sit in the Room” • Follow the 10 steps of teaching independence • Working on stamina- 9 minutes • Day 6 • Brainstorm and Practice “How to Choose a Partner • Raise your hand as a silent signal that you need a partner • Make eye contact with another person who has his or her hand raised • Walk to the person and say, “Do you want to be my partner?” • Partner says, “Sure” • Follow the 10 steps of teaching independence • Working on stamina- 11 minutes

27. Day 7 • Brainstorm and Practice “Coaching or Time.” • If a partner comes to a word they don’t know, the other partner: • Counts silently to 5 • Asks, “Do you want coaching or time?” • If coaching they use clues to help partner • If time, sit patiently and wait • Follow the 10 steps of teaching independence • Working on stamina- 15 minutes Once a focus lesson is taught, students read to someone and build stamina. Each day add a few more minutes until they are up to 30 minutes.

28. Teaching Listen to Reading

29. Listen to reading • Urgency or purpose: • Helps us become better readers • Helps us learn and understand new words and stories • It is fun

30. FOCUS LESSONS • Day 1 • Model Equipment set-up • (These instructions vary, depending on the equipment you plan to use in your classroom • Model and practice material setup • Model and practice listening and following along with the book • Brainstorm I chart

31. Day 2 • Review “I chart” • Model and practice putting materials away neatly • Follow the 10 steps of teaching independence

32. Day 3 • Review “I chart” • Model and practice listening to a short story, finishing it, and starting a new story • Follow the 10 steps of teaching independence

33. Day 4 • Review “I chart” • Model and Practice what to do if work time is up before the story is finished • Follow the 10 steps of teaching independence

34. Day 5 • Review “I chart”Discuss the number of recorders available • Decide on a way that allows all to participate • Follow the 10 steps of teaching independence

35. Word work • Urgency or purpose: • Helps us become better readers, writers, and spellers • We care about our writing and the people who will read it • It is fun • Use “Words Their Way” word sorts and tasks. Each day students complete a different task each day, using the word sort pattern for the week. Word work tasks include: • Cutting the sort • Speed sorting • Writing the sort • Word hunting • Gluing the sort

36. Day 1: Model and practice “Cut the Sort” Cut the Sort . Quickly cut around edge . Cut down the long lines . Stack the lines together . Snip the words apart .Write your initials on the back of each word . Put words in plastic bag

37. Day 2: Model and practice “Speed Sort”

38. Day 3: Model and practice “Word Hunt”

39. Day 4: Model and practice “Word Hunt”

40. Day 5: Model and practice “Glue the Sort”

41. Tips: • Correlate Word Sorts from “Words Their Way” with your “Treasures” Reading Program Spelling • You can differentiate word sorts to meet your student’s individual needs • You can add other spelling/word work activities

42. Getting Organized

43. Scheduling • For the first month of school, introduce each daily 4 component one at a time. When students have “Read to Self” under control, introduce “Read to Someone.” When they have “Read to Someone” under control, introduce another component. • As you practice, all students are working independently, doing the same thing at the same time.

44. Choice • By October, all students should be able to work independently in unison on each Daily 4 choice. The total time for independently literacy work ranges from sixty to ninety minutes. • Introduce giving students a choice of the order in which they do their daily 5 work. • Take a “status of the class” poll and ask each student, “What are you doing to do today?” Use a chart to record each child’s response. This should take about 3 minutes. You can also use a magnetic board to have students track their choices.

45. Checking in “status of the class”

46. Book Boxes for “read to Self”

47. Fun poster Examples