1. The Daily Five Germantown Elementary Linda Bilbo Emily Dimka Tammie Rudzinski http://www.thedailycafe.com/members/244.cfm

2. What is The Daily Five? The Daily Five is a literacy structure that allows for differentiation in the classroom and provides consistency and choice by the student. Teachers see all students in flexible groups daily. Provides for student choice during literacy.

3. What sets The Daily Five Apart? For Teachers…. Deliver 3 – 5 whole group lessons each day Teach 3 – 4 small groups of children each day Confer with 9 – 12 individual students each day Hold all students accountable for eyes-on- text For Students… Engaged in the act of reading and writing for extended amounts of time Receive focused instruction on building and maintaining independence Receive tailored instruction through whole group, small group, and/or individual conferring, by their skilled classroom teacher, each day

4. The Daily Five does NOT hold content, it is a structure. Content comes from your curriculum. Work on writing = structured time to write Read to self = structured time to read

5. 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!!

6. Why is it called The Daily Five? There isn’t time for five rounds! It is called The Daily Five because there are five literacy components for children to choose from when they go off to work. These components are: It is called The Daily Five because there are five literacy components for children to choose from when they go off to work. These components are: Read to Self Read to Self Read to Someone Read to Someone Listen to Reading Listen to Reading Work on Writing Work on Writing Working with Words Working with Words It is NOT called The Daily Five because they have to do all 5 each day. It is NOT called The Daily Five because they have to do all 5 each day.

7. What does it look like ? BRIEF whole group instruction One round of Daily 5 BRIEF whole group instruction 2 nd round of Daily 5 BRIEF whole group instruction 3 rd round of Daily 5

8. These foundations are important to The Daily Five: Trusting students Providing choice Nurturing community Creating a sense of urgency Building stamina and modeling each choice Staying out of students’ way once routines are established

9. Creating a Sense of Urgency Answers the questions “Why do we have to do it?” & “What’s in it for me?” When people understand the reason for a task, it establishes motivation and becomes a force that keeps them persevering. Sense of urgency comes from understanding the why.

10. Building Stamina Lays the foundation for success as it gives children the support they need. Teaching children how to read on their own for extended periods of time each day creates the self-winding learner that is actively engaged in the reading process because they have the stamina to be independent.

11. Stay Out of the Way How can students make decisions on their own and monitor themselves regarding their progress if they are never given the chance to try it on their own? After training, children understand what is expected of them, have practiced the strategies, and have built their stamina… now we need to stand back and let them be independent.

12. I PICK 1.I choose a book 2.P urpose – Why do I want to read it? 3.I nterest – Does it interest me? 4.C omprehend – Am I understanding what I am reading? 5.K now – I know most of the words * After they grasp the concept of I PICK, have them model their book choices in front of whole class.

13. Setting Up the Book Boxes Have a separate book box for each student. Use small plastic tubs, cereal boxes, or even ask parents to send one with each child 5 – 10 books in box Self-selection of books depends on age Decodables, Leveled Readers, Chapter Books Book box has assigned spot it is kept

14. Anchor Charts As each component of the Daily Five is introduced, the class comes together to make an anchor chart, which is called an I chart. The I chart allows children’s thinking about student and teacher behaviors during Daily Five to be recorded on a chart and displayed.

15. Correct Model/Incorrect Model Complete I-chart and discuss –Have one student model correctly while pointing out all of the wonderful behaviors the student is demonstrating Then, model incorrectly… –Pick child carefully… one that would want the attention of doing it “wrong”. –Most children laugh, but deep learning occurs after the incorrect model. –After revisiting I-chart about incorrect behaviors, ask child to then demonstrate correctly. –This way, the child has shown he/she is capable of being successful. http://www.thedailycafe.com/members/185.cfm

16. Signals SIGNALS Teach children to quickly respond to a signal so they know it is time to gather and check back in. You want something that will grab attention but not break the tone of a classroom. Explain the signal and its purpose on the first day of the year. Make an anchor chart together and write down ideas about what it would look like and sound like in the room when the signal goes off. Then, practice, practice, practice! Each time revisiting the anchor chart in-between!

17. 5 Tasks of The Daily Five 1. Read to Self 2. Read to Someone 3. Work on Writing 4. Listen to Reading 5. Word Work

18. Read to Self Introduce 3 ways to read a book: 1.Read the words 2.Read the pictures 3.Retell a story you have heard before Follow the 10 steps of teaching independence for “Read to Self”. Introduce, set purpose, create I chart, model, practice, self-assess * Add more time each day until you hit desired goal. Continue to revisit I chart each day.

19. Work on Writing Create I chart of what it will look like, sound like, and feel like. It should include desired student and teacher behaviors and resemble the I chart from Read to Self. Model what to do when writing words you can't spell. Practice where to sit & what materials to use What to write about… Make a list of topics (vacation, dog, sisters, etc.) Make a list of forms (letters, lists, narrative) Post lists for students’ reference * Once a focus lesson is taught, students work on writing – building stamina. * Add a few minutes each day until primary students are up to 20 min and intermediate students can sustain for 30 – 40 minutes.

20. Read to Someone Brainstorm I chart and teach EEKK ( elbow, elbow, knee knee) Model and practice how partners read. * Teach I Read, You Read – taking turns * Teach Checking for Understanding – asking questions about the story, “I just heard you read…” Brainstorm and practice How to Choose Books Brainstorm and practice where to sit in the room. Model and practice “How to Choose a Partner”. Model and practice “ Coaching or Time ”. 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 20 min. for primary and 30 – 40 min. for intermediate students.

21. Listen to Reading * Brainstorm and practice I chart, * Model and practice material setup and how to use it * Model and practice listening and following along with words and/or pictures Suggestions for Listen to Reading Listening center Books on Tape/ CD Walkman/ Discman/ MP3 Player Computer Tumblebooks DVD Player with books on DVD (Scholastic)

22. Ideas for Word Work: Shell spell using spelling words or words from word wall Playdoh (pinch and poke / roll) Write the room Pipe cleaners Rainbow write Wikki sticks Dry erase boards Beans Bingo dabbers Alphabet stamps Magnetic letters Clay (press in lid of coffee can and write with a golf tee) Magnadoodle Jr. Boggle game Scrabble tiles Chalk boxes (spray cardboard box with chalk paint) Etch a sketch http://www.thedailycafe.com/members/323.cfm

23. How do I fit in Daily 5? 9:30 - 11:20Reading and Writing Block (Treasures, Vocab., Daily 5) Mini-lesson (phonics) 7-10 min. Reading Options/ Small Groups 25 min. Mini-lesson (comprehension) 7-10 min. Reading Options/ Small Groups 25 min. Mini-lesson (writing) 7-10 min. Independent Writing/ Small Groups 25-30 min. Sharing/ Closure 5 min.

24. If you encounter problems… ask yourself these questions: Did I allow enough time for training muscle memory? Have I reviewed the I-charts? Am I staying out of the way and allowing the children to work independently? Am I allowing choice? Are some children allowed to share each day? Have I had behaviors modeled correctly and incorrectly? Who can I collaborate with for support?