Daily 5 A management structure that can help “fit it all in”

What is and is not Daily 5? Daily 5 is not a program, centers that change every week, stations filled with busywork or play time Daily 5 is: Management structure that provides time to differentiate instruction Whole group lessons Small group “strategy” lessons Conferring time for individual needs Supports independence in reading and writing Provides ownership in learning through choice

How Can This Fit in My Classroom? Tailored between K – 6 classrooms (can be “Daily 2, 3 or 4”) Tailored between K – 6 classrooms (can be “Daily 2, 3 or 4”) In K-2 Classrooms:In 3 – 5 Classrooms: Need shorter blocks(20-30 minutes) with kinesthetic choices Read to Self Read to Someone Word Work Listen to Reading Work on Writing Need larger blocks(30 – 45 minutes) of independent literacy time Read to Self Work on Writing Word Work?? (Sitton?) Lit. Circle/Group Reading

Wait… Does Work on Writing Replace Writing Workshop?? NO!!! Separate Writing Workshop Block What is Work on Writing for? Providing Choice and Creativity on topic and genre Cards, letters, s, sequential stories, comic strips, etc. Can extend time from Writing Workshop, too!

How Does Research Support Daily 5? Read to Self: Reading Just Right Books (texts matched with each child at 99% accuracy) daily for 60+ minutes Read to Someone: Time to practice strategies, fluency, retelling and comprehension Work on Writing: Choice outside of writing workshop, time to develop skills, reading response, handwriting Listen to Reading (younger readers): Time to listen to fluent reading and expands vocabulary Word Work: Fluency in writing, Sitton Spelling, Words Their Way, etc…

Daily 5: Choice! Choice is highly motivational Kids in charge of learning Regie Routman suggests: Demonstrating, teaching, guiding, monitoring, evaluating and goal setting by teacher along with choice in reading books provides an environment for reading success Heart of choice and effective teaching and learning : Knowing expectations, gaining skills and taking responsibility

Basic Structure 1 st Mini - Lesson (Comprehension, Accuracy, Fluency or Expanding Vocabulary) 10 – 15 minutes of modeled/shared instruction 20 – 45 minutes independent choice Teacher: small groups, individual conferences 2 nd Mini-Lesson(Comprehension, Accuracy, Fluency or Vocabulary) 10 – 15 minutes of modeled/shared instruction minutes independent choice Teacher: small groups, individual conferences 3 rd Mini-Lesson (Comprehension, Accuracy, Fluency or Vocabulary) minutes independent choice Teacher: small groups, individual conferences 10 – 15 minutes of modeled/shared instruction 20 – 45 minutes independent choice

Mini-Lessons Mini-Lessons are a “menu of strategies” aka CAFÉ menu Can be used in any order depending on student needs ****Daily 5 is the management structure whereas CAFÉ is the lessons to be plugged in based on comprehension, accuracy, fluency or expanding vocabulary****

Sounds intriguing but… Do I have to start it at the beginning of the year? No! Do I have to go in order? No! It is recommended that 3 or 4 – 5 just focus on reading and writing as choices K – 2 or K – 3 is recommended to teach read to self and work on writing first then it is up to teacher Are there materials to buy? No!

But still…Will it fit? How Daily 2, Daily 3 or Daily 4 fits in your classroom is up to you Maintain integrity of fostering independent readers and writers RTI time can be a round of D5 Example: In First Grade we have a half hour of RTI time and so I teach a “bonus” lesson for higher readers/writers and then give them that choice…RTI children are marked with “Literacy Special” as choice

Other Things to Consider Conferring Notebook can also hold small group lesson planner, assessments, observations, etc. for easy access at benchmark meetings and conferences I can help you set it up based on what D5 suggests This is a way to help teachers fit in all the curriculum we are required to fit in and a way for organized record keeping, assessments, etc.

Any Questions??