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Marge Finan Woodland Heights Elementary of First Grade The s The Daily 5 For the Kinderga rten Classroo m.

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Presentation on theme: "Marge Finan Woodland Heights Elementary of First Grade The s The Daily 5 For the Kinderga rten Classroo m."— Presentation transcript:

1 Marge Finan Woodland Heights Elementary of First Grade The s The Daily 5 For the Kinderga rten Classroo m

2 Thank You for Coming Sample Text Two Sisters, Gail Boushey & Joan Moser, co- authored the book, “The Daily 5: Fostering Literacy Independence in the Elementary Grades.” Student-driven management structure designed to create routines for student independence. Fully engages students in reading and writing. Incorporates five literacy tasks to ensure balanced literacy approach. What is the Daily 5 ?

3 Productive approach that encourages independent literacy centers. Allows teachers to facilitate guided reading and remediate students. Less worksheets and more hands-on learning. Encourages love of reading! How is it Different?

4 The Daily 5 is nothing new. Similar to literacy centers – different names but designed to be more independent. No need to reorganize, just restructure. Your room is fine just the way it is! Misconcept ions

5 Read to Self Read to Someone Listen to Reading Work on Writing Word Work Sisters and others are moving closer to Daily 3 and eliminating Read to Someone and Listen to Reading. Daily 5 Components

6 Trusting Students Providing Choice Nurturing Community Creating a Sense of Urgency Building Stamina Staying Out of the Way (to encourage independence) Core Foundation s

7 Establish a Gathering Place Book Boxes filled with Good-Fit Books (I PICK) Anchor or I-Charts (for independence) Repeated Practice (to build Muscle Memory) Signals & Check In Correct/Incorrect Model Key Materials and Concepts

8 The first step in the Daily 5 Foundation for creating independent readers and writers Start small and build as you go Why – To become a better reader Builds stamina and muscle memory Read to Self

9 Helps students learn to collaborate and be flexible. Desired behavior - EEKK: Elbow to Elbow, Knee to Knee, I’ll read to you; you’ll read to me. I Read, You Read (improves fluency). Choral Reading (supports challenged readers). Read to Someone

10 Provides “lap time” that many children miss out on. Provides auditory support of being read to. Books on tape, CD, or websites are great resources. Headphones can be tricky. Listen to Reading

11 Provides writing practice and intense focused instruction through small, guided groups. Sustained writing of students’ choice – writing that matters to them. Encourage “stretching” words. Handwriting could be included. Work on Writing

12 Word Work Focus on spelling and vocabulary work. Experiment with words for learning, practicing spelling patterns, and memorizing sight words. Tubs clearly labeled with words and pictures and filled with goodies like wikki sticks, magnetic letters, fancy pens, word lists, etc. Make it independent and fun!

13 Launching Daily 5 Start slowly and patiently! Prepare a “book box” for each student and fill with class-made, emergent, and leveled readers. Organize classroom library. Allows students to choose & return books easily. Release responsibility gradually.

14 Class Library

15 Launching Daily 5 Work with students to describe a new skill or behavior; use I-charts. Model it, practice it, talk about the skill again, and repeat the practice. Discuss until behavior becomes a habit.

16 Daily 5 Setup

17 Daily 5 Organizat ion Insert Picture

18 Day One Establish a gathering place. Teach children to respond to a signal so they know when it is time to check-in. Create Sense of Urgency for Read to Self. Example – Read “How Rocket Learned to Read” by Tad Hills. Discuss excitedly that they are ready to read.

19 Day One ( Continued ) Brainstorm Read-to-Self behaviors and write ideas on an I- Chart. Have 1 – 3 students model appropriate Read-to-Self behaviors. Have 1 – 2 students model inappropriate behaviors; then have them model correct behaviors. Have a three-minute practice period. Check in to encourage self-reflection. Thumbs up in front of hearts signal independence and success; a thumb sideways means they could do better.

20 Day Two Read the class’ favorite picture, easy reader. Example – Read “Pete the Cat” by Eric Litwin. Next, just read the pictures. Then, retell the story. Brainstorm and make an I-Chart for the three ways to read a book. Have a three-minute practice period. Check-in to reflect.

21 Day Three Introduce Stamina & Muscle Memory. -- behavioral habits Example – Read “DEX the Heart of a Hero” by Caralyn Buehner. Talk about how Dex had to build his exercising stamina to become stronger. It’s hard but keep trying – it takes time!

22 Day Three ( Continued ) Review I-Charts - Read to Self & 3 Ways to Read a Book. Have students model good & not so good behavior. YAY – It’s time to start building stamina! Might only be for a minute or two. Return to gathering place to check-in for self- reflection.

23 Day Four and Beyond Review I-charts daily to help make thinking permanent and visible. Continue to Read to Self and build stamina. Add a minute or two each day. Let kiddos go as long as proper behaviors are displayed. Enjoy – you’ve made it!

24 Introducing other Components Once you have reached your stamina goal for Read to Self, add another component. Brainstorm and make an I-Chart. Practice and build stamina. Eventually, incorporate into Literacy Centers. Take it slowly - It’s okay if you just choose to Read to Self!

25 Daily 5 Literacy Centers Do what works and is comfortable for you! Will students know where to go and what to do? Probably not at first – be patient, it takes time. You will need to direct them while encouraging independent learning. Check-in and reflect – you made it!

26 Bibliography Boushey, Gail and Moser, Joan. The Daily 5: Fostering Literacy Independence in the Elementary Grades. Stenhouse Publishers. Portland, Maine

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