Transcript Each day

The Daily 5: Building a Foundation for Literacy Brick by Brick
August 8-9, 2013
Dallas ISD Core Beliefs
• Our main purpose is to improve student academic achievement.
• Effective instruction makes the most difference in student academic
• There is no excuse for poor quality instruction.
• With our help, at risk students will achieve at the same rate as non-at
risk students.
• Staff members must have a commitment
to children and a commitment to the
pursuit of excellence.
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• Listen fully and reflectively
• Hold experiences and revelations of others with care
• Challenge the limits of your potential
• Support one another in learning
• Be responsible for your impact in the room
• Make it real and meaningful for self reflection and growth
• Monitor all personal technology and use appropriately
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Learning Objective:
Participants will analyze The Daily 5 literacy
structure to support teacher implementation.
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Demonstration of Learning (DOL):
Given the literacy structure, coaches will create 3
high-impact steps of action to support teachers in the
implementation of The Daily 5.
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What is the Daily 5?
• Literacy structure
• Differentiation and consistency
• Classroom management system
• Five tasks
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The Daily 5 Components Are:
Read to Self
Read to Someone
Listen to Reading
Work on Writing
Word Work
It is NOT called The Daily Five because they have
to do all 5 each day!
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What Can Teachers Accomplish During Daily 5?
Each day, teachers:
• Deliver 3 – 5 whole group mini-lessons
• Teach 3 – 4 small groups
• Hold conferences with 9 – 12 individual students
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What Can Students Accomplish During Daily 5?
Each day, students:
Engage in reading and writing
Receive focused, tailored instruction
Practice self-management and self-direction
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When You Visit Daily 5 Classrooms, You Will See …
• Mini-lesson (whole group instruction)
• 1st round of Daily 5
• Mini-lesson (whole group instruction)
• 2nd round of Daily 5
• Mini-lesson (whole group instruction)
• 3rd round of Daily 5
• Reflection: Table Talk
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You need to have a few things organized before you begin Daily 5:
1. Designated meeting area for small group instruction
2. Area where you will meet with the whole class
3. Multi-level classroom library or book center
4. Place for each student to store their Daily 5 materials
5 . Listening center
6. Place for writing materials
7. Space for Daily 5 anchor charts
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Building the FOUNDATION
• Trust students
• Provide choice
• Nurture community
• Create a sense of urgency
• Build Stamina
• Encourage Independence
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Encourage students to start their day with some questions in mind:
• What are my goals in reading and writing?
• What will I do first?
• Whom will I work with?
• What do I want to accomplish?
• What was I working on yesterday that I want to continue today?
Choice is highly motivational
and puts students in charge of their own learning!
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Turn & Talk
“We move slowly to eventually move
fast…the payoff is enormous.”
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Read To Self
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Book Boxes
Have a separate book box for each student:
• Use cardboard magazine holders, cereal boxes, small trash cans,
clear plastic envelopes with Velcro, eco-bags, shower caddies, juice
boxes (Capri Sun –cut the top off), plastic baskets, or 2 gallon ziplock bags.
• Place 3-5 books in a box
• Books are chosen by the teacher until the students are trained (I
• Book boxes are always kept in the same place.
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Three Ways to Read a Book
Read the pictures
Read the words (For Kindergarten, find a letter/sight words to start)
Read from memory
*Read the picture – Think aloud about the picture
*Read the words – Show how the finger should move left to right under the words
*Read from memory-recall what happened in the story
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How Does it Look?
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Good Fit Book
Five Finger Rule:
Read a page in the middle of the book.
Put one finger down for every word that’s too hard to read.
0 fingers – too easy!
1-3 fingers – just right!
4-5 fingers – quite hard – but give it a try.
5 or more fingers – too hard for now.
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1. Create
an Anchor Chart with students
2. Go over the Anchor Chart together
3. Teacher models (for about 1-2 minutes)
4. While pointing to the Anchor Chart, ask “Did I start right away?” Was I
reading quietly?”
5. Ask students to model incorrect and correct practices. As he/she is
reading, ask if he/she is following the Anchor Chart quietly. Practice
several times.
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Read to Someone
Read to Someone increases the following :
Volume of reading
Level of attention to reading
Reading rate, accuracy, and expression
Reading motivation
Word-attack skills
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How Does It Look?
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Read to Someone
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EEKK Voice
EEKK (Elbow to Elbow, Knee to Knee)
Model : Ask one student to sit down on the floor with
you EEKK and place a book in between.
Voice Level: Low
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Word Work
As you introduce each material, discuss the following:
• Materials in the Word Work Station
• How should students use the materials
• Where should students sit to do Word Work (table, on the floor, carpet area )
• How to clean up (Ex. make sure the top of the marker makes a “click” noise,
return the material to the same spot, etc.)
Word Work should CONNECT to what is being taught in class that
week or to content that needs to be revisited.
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How Does It Look?
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Listen to Reading
Materials needed: Books on tape, CD/tape
player, headphones or
Computer with internet
Resources available from Library & Media
* Some sites may require a membership
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Work on Writing
Why should we write everyday?
• Helps us become better readers and writers.
• We can choose what we want to write about.
• We care about our writing, and we want people to be able
to read our writing.
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How Does It Look?
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How Does the Management System Look?
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Video Considerations
• Teacher preparation
• Physical arrangement of the classroom/materials
• Specific components of The Daily 5
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The Daily 5
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Preparing for a Successful Start
Make sure you have plenty of materials for students to access while in Daily Five
Be sure to include a variety of multi-level resources in each station.
Establish a gathering place
Explain Good-Fit Books
Create and review Anchor charts
Practice independent time
Introduce and practice calm signals and check-in procedures
Model correct/incorrect behaviors
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Demonstration of Learning (DOL):
Given the literacy structure, coaches will
create 3 high-impact steps of action to
support teachers in the implementation of
The Daily 5.
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Contact Information
Ashley Reynolds
Academic Facilitator
Division 2
[email protected]
Payton Ishmael
Academic Facilitator
Division 3
[email protected]
Barbara Martin
Academic Facilitator
Division 5
[email protected]
Dawn Roberson
Academic Facilitator
Division 2
[email protected]
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The Daily 5
Fostering Literacy Independence in Elementary Grades
Boushey, G. & Moser J., (2006). The Daily 5: Fostering Literacy Independence in Elementary Grades, 1st
Edition. Portland, ME: Stenhouse Publishers.
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