Transcript The Daily Five

The Daily 5
Written by:
Gail Boushey and Joan Moser
“The Sisters”
South Plainfield School District
July 11, 2013
The typical teacher has children
doing a lot of “stuff”. How is what
I am having children do creating
readers and writers?
- Regie Routman
Check all that apply!
Would you like to successfully…
Differentiate reading instruction in your classroom?
Teach children in small groups?
Read with students individually?
Do all of this while the rest of your class is fully
engaged in independent reading and writing
activities?
Literacy Evolvement
• Teacher driven
• Student driven
• Less time spent
reading
• Majority of time
spent reading &
writing
• “Busy work”
• Artificial reading
& writing
Basal
Centers
• Meaningful,
authentic
reading &
writing
Workshop
Daily 5
Daily 5 is…
Literacy structure
◦ allows differentiation
◦ provides consistency
◦ a system of teaching independence
 Integrates literacy instruction and classroom
management
 Allows for integration of reading & writing
instruction
 Five independent literacy tasks completed daily by
students – self-monitored
• The Daily 5 does not hold content. It is a
structure. Your content comes from your
curriculum standards.
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What’s different about the Daily 5
from what I am already doing?
Teachers . .
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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 . . .
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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
Remember 40 – 30 - 20 -10?
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Everyday children should spend…
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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
Foundation for Daily 5
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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
Steps to Teaching and Learning
Independence
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1. Identify what is to be taught.
 Today we are going to…..
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2. Setting Purpose – Sense of Urgency
 Tell the students why…
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3. Brainstorm behaviors desired using an “I” chart.
 What does it look like, sound like, feel like?
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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.)
Steps to Teaching and Learning
Independence
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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?”
Steps to Teaching and Learning
Independence
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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.Group Check In – “How Did You Do?”
 This is time for self reflection and sharing.
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)
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What do you teach in the first few
days?
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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
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
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Read to Self
The 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
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Three Ways to Read a Book
• Read and talk about the
pictures.
• Read the words.
• Retell a previously read book.
I PICK
I choose a book
 P urpose
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- why do I want to read it?
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I nterest
- Does it interest me?
C omprehend
- Am I understanding what I am reading?
 K now
- I know most of the words.
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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
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Work on Writing
Focus lessons
 Behaviors/expectations
 Use of materials
 Stamina
 Unit of Study focus lessons
Write about Reading
Launching – Day 1
Urgency of purpose
 “I” chart - expectations
 Looks/sounds like
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Launching – Day 2
Tasks (previously introduced in whole/small group)
 Model correct/incorrect behaviors
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Write About Reading
Launching – Day 3
Review “I” chart
 Practice, chart time
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Launching – Day 4 +
Continue to reinforce behaviors & build stamina
 Teach focus lessons to incorporate strategies
according to your grade curriculum
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Listening to Reading
When 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
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Read with Someone
Reading 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
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Working with Words
Correct 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
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Sorts
Bingo
Concentration
Spell Check
Speed Sort with sand timer
Expectations
After implementation, ask
yourself. . .
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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?
How does assessment fit into the
Daily 5?
Guided reading
groups
Individual
conferencing
Explicit instruction
Differentiated Instruction
Anecdotal Records
Running Records
Individual Reading Inventories
What now?
What do I need to do before school
starts?
 What do I need to do the first week(s) of
school?
 What should my literacy block schedule
look like?
 How do I sustain the Daily 5 throughout
the year?
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It’s not enough to be busy, so
are the ants. The question is:
What are we busy about?
- Henry David Thoreau