1. The Daily Five Day 1 Questions 1. What are three ways to read a book? 2. What do students and the teacher do during Read to Self? 3. Who can model the behaviors? 4. Challenge: Can we build stamina? Use of the lessons assumes access to the Daily 5 book by Gail Boushey & Joan Moser, 2006, Stenhouse Publishers Graphics are licensed through the Graphics Factory.

2. What are three ways to read a book? Choose a story and read it three different ways. Three Ways to Read a Book: 1. Read and talk about the pictures. 2. Read just the words. 3. Retell a previously read book.

3. What do students and the teacher do during Read to Self? READ TO SELF, INDEPENDENCE StudentsTeacher Works with groups of students Listens to children read Helps students with reading

4. What does it look like and sound like during Read to Self? Who can model the behaviors? Correct ModelIncorrect Model

5. Building Stamina--How do these photos show stamina? You can build stamina in reading, too!

6. What does it look like and sound like during Read to Self? Who can model the behaviors? Correct Model Incorrect Model

7. Challenge: Can we build stamina? Day One Challenge: 3 Minutes Afterwards: Check the I Chart of Read to Self. How did it go?

8. What went well? Do we need to make any changes?

9. Now, one more three minute practice and check-in! Get your book box and find a different place to sit.

10. Day 2: Four minute challenges. 3 or 4 challenges today! 1. Three ways to read a book review. 2. Review I-chart. 3. Model and practice behaviors. 4. Building stamina challenges.

11. Day 3 Review days 1 and 2. Discuss where to sit and how to choose where to sit. Stamina Challenge: 5 Minutes

12. Day 4---Review I Chart and Days 1, 2, and 3. How to choose good fit books. Listen to Goldisocks and the Three Libearians. Jackie Mims Hopkins (Author), John Manders (Illustrator)

13. The Daily Five: Read to Someone Copyrighted graphics, please respect.

14. Why do we read to other people? 1. To become a better reader. 2. 3. 4.

15. What do students and the teacher do during Read to Someone? READ TO SOMEONE, INDEPENDENCE Students Teacher

16. Building Stamina--How do these photos show stamina? You can build stamina in reading, too!

17. Play a game. Fly on the ceiling. Use a soft voice. Get started right away. Stay in one spot. Tell what you got for your birthday. Read the whole time.Hold the book upside down. What does it look like and sound like during Read to Someone? Who can model the behaviors? Correct Model Incorrect Model

18. Challenge: Can we build stamina? Day One Challenge: 3 Minutes Afterwards: Check the I Chart of Read to Someone How did it go?

19. What went well? Do we need to make any changes?

20. Now, one more three minute practice and check-in! Get your book box and find a different place to sit.

21. What is the check-in signal?

22. What are our jobs? Check for Understanding What is the reader's job? What is the listener's job?

23. Day 2: Four minute challenges. 3 or 4 challenges today! Ways to read to someone. Review I-chart. Model and practice behaviors. Building stamina challenges.

24. Day 3 Review days 1 and 2. Brainstorm and practice "How to Choose Books" Talk about it and make a deal. scissors rock paper Stamina Challenge: 5 Minutes

25. Day 4---Review I Chart and Days 1, 2, and 3. Brainstorm and practice where to sit in a room.

26. Day 5 "How to Choose a Partner" 1. Not always your closest friend. 2. Close your mouth and raise your hand. 3. 4.

27. The Daily Five Listen to Reading Questions 1. What are the expected behaviors? 2. How do we use the materials? 3. Who will model correct behavior to use the materials? 4. Who will model correct behavior to clean up the materials? 5. How do we listen to a story, finish it, and begin a new story? 6. What to do if time is up but the story isn’t finished? 7. How do we share ? Licensed Clip Art

28. Why do we listen to reading? 1. It helps us be better readers. 2. It helps us learn and understand new words and stories. 3. And....____________________________!

29. What do students and the teacher do during Listen to Reading? Listen to Reading, INDEPENDENCE StudentsTeacher Works with groups of students Listens to children read Helps students with reading 1. Get out materials. 2. Listen to the whole story. 3.Stay in one spot. 4. 5. 6. 7. 8.

30. What does it look like and sound like during listening to reading? Who can model the behaviors? Correct Model Incorrect Model

31. Afterwards: Check the I Chart of Listen to Reading. How did it go? Challenge: Can we build stamina? Day One Challenge: 10 Minutes

32. What went well? Do we need to make any changes?

33. Day 2 Review Day 1 How do we put materials away?

34. Day 3 Review Day 1 Review putting materials away. Practice what to do if work time is up before the story is finished.

35. Day 4 Review I-Chart Discuss the number of listening centers available. Decide on a way for all to participate. Do we have ideas for who listens first, second, and so on?

36. 1. Why should we work on writing? 2. What do we do when we can't spell a word? 3. What should we brainstorm ______________? 4. Where _________________? 5. What ____________________? 6. What ____________________? 7. What are some forms of _______________? The Daily Five Writing Work Questions

37. Why should we work on writing? It helps us become better readers, writers, and spellers. We care about our __________________________________ _________________. It is ____________!

38. Let's pretend this is my writer's notebook. I want you to all see my writing. Last weekend the weederst thing happened, and I just couldn't wait to write about it in my writer's notebook. I was sitting outside after dinner reading a book when I heard the rush of wings right above my head. I looked up from my book to see a huge owl land on the railing of my deck. I sat perfectly still, hardly daring to breathe. The owl was staring very intently into the grassy area below. Suddenly the owl seemed to fall right off the edge of the deck! I jumped up and ran to the deck's edge just in time to see the owl grab a mouse and take off flying with it into the air. What a good dinner for the owl! What do we do when we can't spell a word? Did I get up and ask someone how to spell the word? Did I stop writing because I couldn't spell the word?

39. Notice: All year, underline words you can't spell and go on!

40. Building Stamina How do these photos show stamina? You can build stamina in writing, too!

41. Correct Model Incorrect Model What does it look like and sound like during writing work time? Who can model the behaviors?

42. What do students and the teacher do during Work on Writing? Work on Writing, INDEPENDENCE StudentsTeacher Works with groups of students Listens to children read Helps students with reading Take out __________. Work quietly in one _____. Work the ______ time. Try our ______. Work on st_______. Get started quickly.

43. Challenge: Can we build stamina? Day One Challenge: 3 Minutes Afterwards: Check the I Chart of writing work. How did it go?

44. What went well? Remember, each person needs to clean up his or her own area and also help keep the classroom clean. Do we need to make any changes?

45. Now, one more three minute practice and check-in! Write for three more minutes.

46. Day 2: Brainstorm and practice where to sit, and what materials to use. Materials: notebook, pencil, sketching

47. Day 3 What to write about: Make a list of topics Make a list of forms Post our lists!

48. The Daily Five Word Work Questions 1. Why do we care about spelling? 2. What materials _______________? 3. How do we use _______________? 4. How do we behave when _______________? 5. What are the correct ________________? 6. How long is our stamina for word work? 7. How do we behave when______________ ? Licensed graphics

49. Why do we care about spelling? 1. It helps us become better readers, writers, and spellers. 2. We care about our _______________________________. 3. It is __________!

50. Materials to use to practice spelling: Whiteboards Magnetic letters Wikki stix Letter stamps Colored markers and paper

51. What do students and the teacher do during Word Work? Word Work Materials Set-Up and Use: Independence Chart Students Works with students One person takes out materials of his or her choice and sets up in a quiet location. Stay in one ______. Work the w_____ t_____. Try your b______. Work on stamina. Work quietly. Get started qu_____y. Teacher

52. Correct Model What does it look like and sound like during word work? Who can model the behaviors? Incorrect Model

53. Building Stamina--How do these photos show stamina? You can build stamina in word work, too!

54. Challenge: Can we build stamina? Day One Challenge: 3 Minutes Afterwards: Check the I Chart of Read to Self. How did it go?

55. What went well? Do we need to make any changes?

56. Now, one more practice and check-in!

57. Student DAY 2: I Chart for Word Work How to Use Materials I-Chart 1. Work the whole time. 2. Stay in one _____________ Work q_______________. Work on s__________. Try your best. Get started quickly. Work with Students Teacher

58. Day 3 Review days 1 and 2. How do we cleanup materials for word work?

59. I-Chart for Word Work Material Clean-up Independence StudentsTeacher Works with students Everyone using materials helps ________________ away. Materials go back _____________. Leave the materials _______. Clean quietly. Get started on you new task quickly.