1. The Daily 5 Written by: Gail Boushey and Joan Moser “The Sisters”
South Plainfield School District
July 11, 2013
Show copies of books

2. The typical teacher has children doing a lot of “stuff”
The typical teacher has children doing a lot of “stuff”. How is what I am having children do creating readers and writers?
- Regie Routman
Table Talk

3. 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?

4. Literacy Evolvement Basal Centers Workshop Daily 5 Teacher driven
Less time spent reading
“Busy work”
Artificial reading & writing
Student driven
Majority of time spent reading & writing
Meaningful, authentic reading & writing
Basal Centers Workshop Daily 5

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.

6. What’s different about the Daily 5 from what I am already doing?
Teachers . .
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 . . .
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
Speak to guided reading at a later date
Kinds of data-observation, small group and individual conferences, running records

7. Remember 40 – 30 - 20 -10? Everyday children should spend…
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

8. Foundation for Daily 5
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
Basic ideals

9. Steps to Teaching and Learning Independence
1. Identify what is to be taught.
Today we are going to…..
2. Setting Purpose – Sense of Urgency
Tell the students why…
3. Brainstorm behaviors desired using an “I” chart.
What 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 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.)
Refer to handout
Refer to Anchor Charts

10. Steps to Teaching and Learning Independence
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?”
Room arrangement
Rethinking students at desks

11. Steps to Teaching and Learning Independence
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.
Graph-good visual
Establish quiet signal-use for everything
Don’t skip #10. Difficult to develop. Comes with practice over time.

12. 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)
Introduce Daily 5 rotation circles; discuss the master schedule, its okay to assign the rotating schedule – but once routines have been established you should try to allow for choice; set the guidelines that the following stations: read to self, word work, work on writing should be visited at least twice a week.

13. What do you teach in the first few days?
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
Meeting place should be other than desks; MODEL, MODEL, MODEL

14. 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

15. 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

16. Three Ways to Read a Book
Read and talk about the
pictures.
Read the words.
Retell a previously read book.

17. I PICK I choose a book P urpose - why do I want to read it? I nterest
- Does it interest me?
C omprehend
- Am I understanding what I am reading?
K now
- I know most of the words.

18. Work on Writing “ I “ chart Looks/sounds like Tasks
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

19. Work on Writing Focus lessons Behaviors/expectations Use of materials
Stamina
Unit of Study focus lessons
Refer to Launching the Writing Workshop/First 20 days handout and sample lessons online

20. Write about Reading Launching – Day 1 Launching – Day 2
Urgency of purpose
“I” chart - expectations
Looks/sounds like
Launching – Day 2
Tasks (previously introduced in whole/small group)
Model correct/incorrect behaviors
This is where we begin to integrate the Daily 5 with the First 20 Days

21. Write About Reading Launching – Day 3 Launching – Day 4 +
Review “I” chart
Practice, chart time
Launching – Day 4 +
Continue to reinforce behaviors & build stamina
Teach focus lessons to incorporate strategies according to your grade curriculum

22. 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
This students will do less of each week

23. 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
This students will do less of each week

24. 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
Sorts
Bingo
Concentration
Spell Check
Speed Sort with sand timer
Expectations
Word study – routines for sorts, homework and assessments
Can use RW sort if you have a group of students at that developmental level. Use your spelling inventories to guide your group formation and instruction

25. After implementation, ask yourself. . .
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?
Use this on a weekly basis – Refer to handout

26. How does assessment fit into the Daily 5?
Guided reading Individual
groups conferencing
Explicit instruction
Differentiated Instruction
Anecdotal Records
Running Records
Individual Reading Inventories

27. 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?
Closure – Table Talk and share out
Questions

28. It’s not enough to be busy, so are the ants
It’s not enough to be busy, so are the ants. The question is: What are we busy about?
- Henry David Thoreau