The Daily 5

1. The Daily 5 By: Gail Boushey and Joan Moser “The Sisters”

3. Today’s Outcomes • Learning Line • Tasks • System to Teach Independence • Primary Structure • Brain Research • When to Add the Next Daily • Typical Daily 5/CAFÉ’ Literacy Block

4. Goal of Daily 5/CAFÉTo develop readers who can choose to read

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

7. 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

8. Teachers . . Deliver more whole group mini- lessons Skillfully teach strategy 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?

9. 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

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

11. 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 “It just may be reading achievement is less about ability than it is the opportunity to read.” Gamtrell, Marimak, Brooker, Mcrea-Andrews, 2011

15. Three Ways to Read a Book • Read and talk about the • pictures. • Read the words. • Retell or reread.

16. Book Boxes • Primary students have 8-10 books in their book box. • Intermediate students have less, but could have a variety of text (magazines, books, etc.) or not a box at all as long as they have a book.

17. 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.

18. Work on Writing The goal is for students to become competent, effective communicators. • “ I “ chart • Looks/sounds like • Tasks • Setting up a Notebook • What to write about • How do you spell? • Expectations “One way to elevate student writing is to have students stand next to mentor texts and have them try to emulate them.” Kelly Gallagher

20. 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 • Setting up materials • Putting materials away • Length of story • Websites/resources • Expectations

22. Word WorkA time to practice and manipulate words. • “I” charts • Material set-up • How to use materials • Material clean-up • Looks/Sounds like • Tasks • Spelling patterns • High frequency words • Vocabulary • Expectations

24. Tools for Word WorkPrimary Students • Whiteboards • Magnetic letters • Letter stamps • Markers • Clay • Word Sorts

25. Tools for Word WorkIntermediate Students • Spelling City • Look-Say-Cover-Write-Check • Hit or Miss • Racetrack Game • Letter tiles • Resources from Words Their Way • Word Work contract

26. Read to 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

30. Incorporating the Ten Steps • Day 1 • Teach 3 Ways to Read a Book • Day 2 • Teach 10 Steps to Independence • Do 3-4 times that day and add to I-chart each time • Teach 1 thing on I-chart; do 10 steps; Teach 2nd thing on I-chart; do 10 steps; Repeat • Intermediate grades: teach 2 things on I-chart each time

34. Brain ResearchDr. Ken Wesson Average number of years = average number of minutes 5 years old = 5 minutes 7 years old = 7 minutes 9 years old = 9 minutes

40. Typical Literacy Block Schedules with Daily 5/CAFÉ’

43. 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?

44. Today’s Outcomes • Learning Line • Tasks • System to Teach Independence • Primary Structure • Brain Research • When to Add the Next Daily • Typical Daily 5/CAFÉ’ Literacy Block

45. “After you’ve done a thing the same way for two years, look over it carefully. After five years, look at it with suspicion. And after ten years, throw it away and start all over.”-Alfred Edward Pearlman