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The Daily 5

The Daily 5. Written by: Gail Boushey and Joan Moser “The Sisters” Presented to Johnson City Schools K-2 nd Grade Teachers . The typical teacher has children doing a lot of “stuff”. How is what I am having children do creating readers and writers?. - Regie Routman. Literacy Evolvement.

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The Daily 5

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  1. The Daily 5 Written by: Gail Boushey and Joan Moser “The Sisters” Presented to Johnson City Schools K-2nd Grade Teachers

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

  3. 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

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

  5. Daily 5 is…. • Tasks - 5 • System – teaching independence • Structure – providing consistency • The Daily 5 does not hold content. It is a structure. Your content comes from your curriculum standards.

  6. Daily 5 – what ? • Literacy structure • allows differentiation • provides consistency • Integrates literacy instruction and classroom management • Allows for integration of reading & writing instruction • Five independent literacy tasks completed daily by students – self-monitored

  7. 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 What’s different about the Daily 5 from what I am already doing?

  8. 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

  9. 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

  10. 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

  11. 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.)

  12. 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?”

  13. 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.

  14. 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)

  15. 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

  16. One Daily at a Time • Read to Self • Write about Reading • Listen to Reading • Read with Someone • Working on Words

  17. 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

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

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

  20. 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

  21. 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

  22. 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

  23. 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

  24. 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?

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

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