2Level & Shuffle I have heard of the Daily 5. 1- Awareness2- Exploration3 – Synthesis4 - RefinementI have heard of the Daily 5.I have read about the Daily 5 and am just starting it in my classroom.I am currently using Daily 5 in my classroom and am starting to incorporate the CAFE.I amusing the Daily 5 and CAFE consistently and confidently in my classroom.
3Morning Agenda How can we make the most of our ELA block? What is the DAILY 5 and the CAFE?How do we prepare student to work independently?How do we launch the DAILY 5 in our classrooms?How does the DAILY 5 and CAFE support our ELA curriculum?Where can we get further support in the DAILY 5 & CAFE?
4Reflect & Assess How do you manage your ELA/Literacy block? Do you get a chance to confer with small groups of students?Do you work on specific learning strategies for specific groups of students?Are students getting the opportunity to practice their language skills daily?Are your students independent learners?
5the Daily 5The Daily Five is a literacy structure that allows for differentiation in the classroom and provides consistency.It is an integrated literacy instruction and classroom management system.It is a system of five literacy tasks that teaches students independence.
6The Daily 5 Read to Self Read to Someone Listen to Read Work on WritingWord Work
7FoundationsTrusting students Providing choice Nurturing community Creating a sense of urgency Building Stamina Staying out of students’ way once routines are established
8the CAFECAFE is an acronym for Comprehension, Accuracy, Fluency, and Expanding Vocabularythe system includes goal-setting with students in individual conferences, posting of goals on a whole-class board, developing small group instruction based on clusters of students with similar goals, and targeting whole-class instruction based on emerging student needs and fine tuning one on one conferring.
10What sets The Daily Five Apart? For Teachers….Deliver 3 – 5 whole group lessons each dayTeach 3 – 4 small groups of children each dayConfer with 9 – 12 individual students each dayHold all students accountable for eyes-on-textFor Students…Engaged in the act of reading and writing for extended amounts of timeReceive tailored instruction through whole group, small group, and/or individual conferring, by their skilled classroom teacher, each dayReceive focused instruction on building and maintaining independence
1210 Steps to Teaching and Learning Independence 1. Identify what is to be taughtToday we are going to…..2. Setting Purpose – Sense of UrgencyTell the students why…3. Brainstorm behaviors desired using an I chartWhat 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 behaviorsShow what it looks like – 3 dimensionalAs they do this, go over I chart and then ask: “Will ____ become a better reader if he does this?” (Self assessment is so important.)
1310 Steps to Teaching and Learning Independence 5. Model least desirable behaviorsMichael 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 roomChildren want to be comfortableAt the beginning we place them and after awhile we show them how to choose. We ask them, “Where do you read best?”7. Everyone practice and build stamina (3 minutes)Don’t set timer, look for body clues.
1410 Steps to Teaching and Learning Independence 8. Stay Out of the WayUse “the magical power of a teacher’s eye”Watch for “The Barometer Child”9. Quiet Signal – Come back to GroupWhen stamina is broken, use signal.10.Group Check In – “How Did You Do?”This is time for self reflection and sharing.
15Setting up the Daily 5Establish a gathering place for brain and body breaks
16Developing the concept of “good-fit” books through a series of lessons Shoe Lesson
17Creating anchor charts with students for referencing behaviors
18Short, repeated intervals of independent practice
19Calm signals and check-in procedures Using the correct model/incorrect model approach for demonstrating appropriate behaviors
21Day 2(repeat from Day 1)Model and practice “Three Ways to Read a Book”Read the picturesRead the wordsRetell a familiar storyReview I-chartModel and practice student behaviors of “Read to Self”Continue working on Stamina minutesReflectionPart 2 of 3 Building Stamina
22Day 3 Discuss “Where to sit in room” and record on an anchor chart Continue with above adding 1-2 minutes each day extending staminaReflection
23Day 4Continue to review I- chart Teach how to choose “Good Fit Books” record on anchor chart Continue stamina building
24Why good fit books are important to reading. For older students, teach how to choose “Good Fit Books” – record on anchor.For younger students, discuss “Good Fit Books” with five finger rules when all Daily 5 is running smoothly and if they are ready. Until then, they may choose the book which interest them.Five Finger RuleRead a page in the middle of the book.Put up one finger for every “clunk” you have.0 finger – too easy1-3 fingers – just right!4-5 fingers – quite hard – go slow!6 and more fingers – too hard for now.I PICK : Good Fit BooksWhy good fit books are important to reading.
25When can I introduce the next Daily 5? When the students build the following stamina, you can introduce next Daily Five. Kindergarten – 7-8 minutes Primary – 8-12 minutes Intermediate – minutes * Before moving on to launching the next Daily Five, the behavior during those practice rounds should be NEAR PERFECT.
28Strategies for Comprehending & Responding – ELA Curriculum BeforeDuringAfterActivating and building upon prior knowledge and experiencesPreviewing textSetting a purposeAnticipating the author’s or creator’s intentionMaking connections to personal knowledge and experienceUsing the cueing systems to construct meaning from the textMaking, confirming, and adjusting predictions and inferencesConstructing mental imagesInterpreting visuals (e.g., illustrations, graphics, tables)Identifying key ideas and supporting ideasSelf-questioning, self-monitoring and self-correctingDrawing conclusionsAdjusting rate or strategy to purpose or difficulty of textRecalling, paraphrasing, summarizing, and synthesizingInterpreting (identifying new knowledge and insights)Evaluating author’s or creator’s message(s)Evaluating author’s or creator’s craft and techniqueResponding personally, giving support from textView, listen, read again, speak, write, and use other forms of representing to deepen understanding an d pleasure
29CAFE StrategiesHow are CAFE strategies similar to Comprehend and Respond Learning Strategies?Remember to follow the process towards independence:You do – I watchYou do – I helpI do – You helpI do – You watch
32Schedule - example9:00-9:20 CAFÉ group with teacher/other students at Daily 5(1st choice) 9:20-9:40 Large group mini-lesson 9:40-10:00 CAFÉ group with teacher/other students at Daily 5 (2nd choice) 10:00-10:20 Large group mini-lesson 10:20-10:30 CAFÉ group with teacher/other students at Daily 5 (3rd choice)
33Begin at your entry point in the Daily 5 & CAFE Pinterest, Twitter, the 2 Sisters
34Let’s get rolling with the Daily 5 Setting Up the Daily 5 – materials, environment and lessons – Read to Self; Listen to Read; Read to SomeoneWork on Writing & Word Work – What activities will correspond to the contexts and tasks of your current ELA unit. Daily 5 is practice formative.Are you ready for the CAFE Menu?– Utilizing RAD data
35If 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 reflect and set goals each day ?Have I had behaviors modeled correctly andincorrectly?Who can I collaborate with for support?