Fostering Literacy Independence in The Elementary Grades The Daily Five Fostering Literacy Independence in The Elementary Grades Joan Moser & Gail Boushey

Are you asked to…. Differentiate your instruction? Teach children in small groups? Confer individually with students?

Daily Five Historical Overview 1970’s 1980’s 1990’s Now Purpose We will all get through the story Kids must feel good about themselves. through the story with help. Every child deserves to be taught on their level at some time during the day Students learn reading strategies to access text Resource Basal One Anthology Class Sets of Trade Books Basal Anthology Trade books children could read “Level Books” Book Rooms Library Books of Choice Differentiation Whole group Reading groups Heterogeneous groups Guided Reading Small group – guided readers One on one Access Text Round robin You might not be able to read the text Each student reads text they can read Teach skills and strategies so student can read any text Each student has text they can read independently Daily Five

What sets The Daily Five Apart? For Teachers…. Deliver 3 – 5 whole group lessons each day Teach 3 – 4 small groups of children each day Confer with 9 – 12 individual students each day Hold all students accountable for eyes-on-text For Students… Engaged in the act of reading and writing for extended amounts of time Receive focused instruction on building and maintaining independence Receive tailored instruction through whole group, small group, and/or individual conferring, by their skilled classroom teacher, each day

Since 1946, research shows that kids need to… Since 1946, research shows that kids need to…. * read to be better readers * write to be better writers It use to be that we would teach 80% of the time and practice 20% of the time…. Now we know it needs to be us teaching 20% of the time and students practicing 80% of the time. It is the same as sports, you have to physically practice to get better! Research from Regie Routman and Richard Allington

The Daily Five is…. Tasks System Structure 5 tasks teaching all students independence Structure Providing consistency

Research shows that a child’s age is equal to how many minutes of direct instruction they can stick with in the upper cortex of their brain. After that time, thinking shifts to the lower cortex (which controls eating, sleeping, breathing). This is why direct instruction lessons are BRIEF!! Research from Michael Grinder

The Daily Five does NOT hold content, it is a structure The Daily Five does NOT hold content, it is a structure. Content comes from your curriculum. Work on writing = structured time to write Read to self = structured time to read

5 Tasks of The Daily Five Read to Self Read to Someone Work on Writing Listen to Reading Word Work

10 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 Show what it looks like – 3 dimensional 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.)

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?” 7. Everyone practice and build stamina (3 minutes) Don’t set timer, look for body clues.

10 Steps to Teaching and Learning Independence 8. Stay Out of the Way Use “the magical power of a teacher’s eye” Watch for “The Barometer Child” 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.