The Daily Five and Gail Boushey By Joan Moser Free Powerpoint Templates

Looking into our Classrooms In thinking about and reflecting on your own practice, how would you characterize your literacy block? Talk to your group and share your ideas. Have groups discuss about how their literacy block looks. 2-3 min.

Five Literacy Components Read to Self Read to Someone Listen to Reading Work on Writing Word Work It is NOT called The Daily Five because they have to do all 5 each day!

Daily Five According to Grade Levels Grades K -2 Grades 3 – 5 Read to Self Read to Someone Listening to Reading Work on Writing *Word Work Word Work * In Small Group Instruction (Words Their Way/Estudio de palabras) Read to Someone and Listen to Reading can be alternated in upper grades.

Setting Up Your Classroom Management System Establish a gathering place Have an easel/chart paper (develop with students) Classroom Library (genres/topics/authors) Labeled materials that are accessible to students MS- signals in check in; show examples GS- whole group

Pictures- Management System

Pictures- Management System

Pictures-Classroom Set Up

Pictures-Classroom Set Up

Activity With your group, please sort the cards into the two categories: Real Readers Fake Readers Discuss with your group the similarities and differences and brainstorm possible mini lessons you might have with your students to help them become “Real Readers”.

Read to Self Launching Read to Self Physical Space- Use the floor Three Ways to Read a Book- I PICK Read and talk about pictures Read the words Retell a previously read book Complete and show the I-Chart Model the inappropriate and appropriate way Set places and build stamina Start with 3 minutes Review the I-Chart Another 3 minutes I PICK- Five finger rule, choose fit books -just right…. Page 45

Read to Self I-Chart Read to Self Students Teacher Read the whole time Works with students in groups/conferencing Stay in one spot Read quietly Work on stamina Get started right away Page 50

Pictures- Read to Self Charts

Pictures- Read to Self Charts

Read to Someone Launching Read to Someone Complete and show the I-Chart Review and model EEKK (elbow-elbow and knee-knee) Voice level Check for Understanding Varieties of Read to Someone I Read, You Read Choral Reading Reading One Book Read Different Books Check for Understanding handout Page 59

Read to Someone I-Chart Students Teacher Sit EEKK Works with students in groups/conferencing Use a soft voice Read the whole time Stay in one spot Get started right away Page 66

Pictures- Read to Someone Charts

Non-Negotiables Read Chapters 3,4, and 5 Implement the two components in next two weeks. Anchor Charts Management System Whole Group gathering area Classroom Library

Daily Five Websites www.thedailycafe.com/ http://mrsshipley.posterous.com/pages/daily-5-i-chart-i-for-independent http://web.me.com/varkgirl/2nd_Grade/Management.html http://www.slideshare.net/angelamaiers/fostering-independence-with-the-daily-five http://lilcountrykindergarten.blogspot.com/2011/02/daily-5-in-pictures.html www.pinterest.com - Search for Daily Five

Debbie Diller Hints Spaces and Places Organized Classroom Use your space Use your walls Soft Colors (combine two or three) Anchor Charts need borders Avoid using RED on anchor charts.

The Daily Five Part II and Gail Boushey By Joan Moser Free Powerpoint Templates

Have you ever felt like this? WELCOME!!! Have you ever felt like this? http://www.youtube.com/watch?v=0YGF5R9i53A&feature=related

How is it going? On a sticky note write a positive about the Daily 5 in your classroom On another sticky note write a question or concern you still have.

Brandenburg’s Daily Five

Brandenburg’s Daily Five

Brandenburg’s Daily Five

Brandenburg’s Daily Five

Listen to Reading Launching Listen to Reading Day 1 Brainstorm I-Chart for expectations Model and practice material set-up Model and practice listening and following along with words/pictures Day 2 Review I-Chart Model and practice putting materials away Day 3 Model and practice listening to a short story; finishing it and starting a new one Model and practice if work time is up before the story is finished. *Small headphones can go on the supply list

Listen to Reading I-Chart Students Teacher Get materials Works with students in groups/conferencing Listen quietly to the whole story Follow along with pictures and words Stay in one spot Get started quickly

Work On Writing Launching Work On Writing Day 1 Brainstorm I-Chart for expectations Model what to do when writing a word they can’t spell (underline and go on) Day 2 Brainstorm and practice where to sit. Brainstorm and practice what materials to use (notebook, pencil and drawing/sketching) Day 3 What to write about: Make a list of topics Make a list of forms Post list for students’ reference Work individually or with a partner on writing of their choice It is a continuation of Writing Workshop ( might be on an assigned topic, while WOW is on their choice) Forms: Letters, narratives, procedural , etc. Always model the incorrect and correct way

Work On Writing I-Chart Students Teacher Write the whole time Works with students in groups/conferencing Stay in one spot Work quietly Choice of what to write Get started quickly Underline words you don’t know how to spell and move on

Word Work Launching Word Work * Consider using Words Their Way Day 1 Introduce materials and locations Brainstorm I-Chart on how to setup materials and how to work independently Model the use of materials Brainstorm I-Chart for how to cleanup Day 2 Model and practice the use of materials (setup-cleanup) Brainstorm I –Chart “How to use materials” Model and practice student behaviors of how to use materials

Word Work Launching Word Work Examples of Focus Lessons for Word Work Set up notebook Word Sort Adding words to their collection List words that belong to a pattern Practice words that are often misspelled Open word sort and write words in word study notebook Closed word sort and write words in word study notebook

Word Work I-Chart Word Work Students Teacher Write the whole time Works with students in groups/conferencing Stay in one spot Work quietly Choice of what to write Get started quickly Underline words you don’t know how to spell and move on

Non-Negotiables Read Chapters 5 and 6 Implement ALL components by January 13th. Anchor Charts Management System Whole Group gathering area Classroom Library