1. Introduction and Getting Started Based on “The Daily Five” By Gail Boushey & Joan Moser “the sisters”

2. Would you like to successfully… Differentiate instruction in your classroom? Teach children in small groups? Confer individually with students? Do all of this while the rest of your class is fully engaged in meaningful, independent reading and writing activities?

3. QUICK WRITE What are the obstacles to creating a classroom environment that provides authentic practice and individualized instruction?

4. Literacy Block Development Over Time Seatwork Basal Program Centers Workshop Daily Five

5. Reading Instructional Models A Continuum toward Differentiation Whole Group Instruction (Same Text and Assignment for All) Whole Group Instruction w/ Assistance for Some (Same Text/Assignments) Some Whole Group Introduction/Modeling Guided Groups (based on Leveled Text) "More Static" Whole Group Modeling Small Group Individual Instruction (based on needs ) "Flexible and Fluid" Differentiated Instruction As instructional models move toward differentiation, students not working with the teacher are expected to be working independently. Teaching student independence and providing authentic time on relevant literacy tasks is the goal of The Daily 5 process. Content of instruction is based on SCOS objectives which are correlated with the CAFÉ Menu of reading strategies. Both Daily 5 and CAFÉ can be integrated regardless of the instructional model being used.

6. The Daily Five is a literacy structure that allows for differentiation in the classroom and provides consistency. It is an integrated literacy instruction and classroom management system for use in reading and writing workshops. It is a system of five literacy tasks that teaches students independence. What is The Daily Five?

7. 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

8. Since 1946, research shows that kids need to…. * read to be better readers * write to be better writers Reggie Routman and Richard Allington show that we are use to teaching 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!

9. 1)Tasks 5 tasks 2)System Teaching all students independence 3)Structure Providing consistency The Daily Five is….

10. 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

11. BRIEF whole group instruction One round of Daily 5 BRIEF whole group instruction 2 nd round of Daily 5 BRIEF whole group instruction 3 rd round of Daily 5 What does it look like ?

13. Brain research from Michael Grinder shows that a child’s age is equal to how many minutes of direct instruction they can stick within 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!!

14. Why is it called The Daily Five? There isn’t time for five rounds! It is called The Daily Five because there are five literacy components for children to choose from when they go off to work. These components are: Read to Self Read to Someone Listen to Reading Work on Writing Working with Words It is NOT called Daily Five because they have to do all 5 each day.

15. These foundations are important to The Daily Five: Trusting students Providing choice Nurturing community Creating a sense of urgency Building stamina Staying out of students’ way once routines are established

16. Trusting Students Trusting children is the underpinning of what makes the Daily Five work. When trust is combined with explicit instruction, our students acquire the skills necessary to become independent learners. The Daily Five works because we gradually build behaviors that can be sustained over time so children can easily be trusted to manage on their own.

17. Providing Choice Although giving children the power to choose makes us a little nervous, it puts them in charge of their own learning, is self-motivating, and will improve their skills. P urpose + Choice = Motivation

18. Nurturing Community A sense of community provides members with ownership to hold others accountable for behaviors of effort, learning, order, and kindness. During Daily Five, the class becomes a community that works together to encourage and support each other.

19. Creating a Sense of Urgency Answers the questions “Why do we have to do it?” & “What’s in it for me?” When people understand the reason for a task, it establishes motivation and becomes a force that keeps them persevering. Sense of urgency comes from understanding the why.

20. Building Stamina Lays the foundation for success as it gives children the support they need. Teaching children how to read on their own for extended periods of time each day creates the self-winding learner that is actively engaged in the reading process because they have the stamina to be independent.

21. Stay Out of the Way How can students make decisions on their own and monitor themselves regarding their progress if they are never given the chance to try it on their own? After training, children understand what is expected of them, have practiced the strategies, and have built their stamina… now we need to stand back and let them be independent.

22. 10 Steps to Teaching and Learning Independence (Muscle Memory) 1. Identify what is to be taught 2. Setting Purpose – Sense of Urgency 3. Brainstorm behaviors desired using an I chart 4. Model most desirable behaviors 5. Model least desirable behaviors 6. Everyone practice and build stamina (3 minutes ) 7. Stay Out of the Way 8. Quiet Signal – Come back to Group 9. Group Check In – “How Did You Do?” 10. REPEAT

23. Foundations of Daily 5 Based on “The Daily Five” By Gail Boushey & Joan Moser “the sisters”

24. P. 28 – Although the foundations of D5 create a strong base for student independence, there are also key materials, routines, and concepts we introduce to children in the first days of school that are crucial to the success of the program: 1.Establishing a gathering place for brain and body breaks 2.Developing the concept of “good-fit” books through a series of lessons 3.Creating anchor charts with students for referencing behaviors 4.Short, repeated intervals of independent practice 5.Calm signals and check-in procedures 6.Using the correct model/incorrect model approach for demonstrating appropriate behaviors

25. CHECK-IN Teaches children to be self-reflective. Thumb up by heart if they know in their hearts they were independent and successful. Thumb to the side if they were somewhat independent and successful but could do better. No thumbs down – this only gives negative attention to those who thrive on it. http://www.thedailycafe.com/members/266.cfm (1:00)http://www.thedailycafe.com/members/266.cfm

26. Correct Model/Incorrect Model Complete I-chart and discuss Have one student model correctly while pointing out all of the wonderful behaviors the student is demonstrating Then, model incorrectly… Pick child carefully… one that would want the attention of doing it “wrong”. Most children laugh, but deep learning occurs after the incorrect model. After revisiting I-chart about incorrect behaviors, ask child to then demonstrate correctly. This way, the child has shown he/she is capable of being successful.

27. Setting Up the Book Boxes Have a separate book box for each student. Use small plastic tubs, cereal boxes, or even ask parents to send one with each child 5 – 10 books in box Self-selection of books depends on age Journal and pencil Book box has assigned spot it is kept

28. Good-Fit Books Research indicates that an independent-level or good-fit book for children is one they can read with 99% accuracy. (Richard Allington, March 2005) Higher levels of oral reading error rate are linked to significant increases in off-task behavior. (Gambrell, Wilson, and Gantt, 1981)

29. Good-Fit Books It is essential to spend focused classroom time teaching our children to choose books that are a good fit for them and they enjoy. There is more to choosing a good-fit book than just reading the words. A child’s purpose for reading, interest in a topic, and ability to comprehend play a large role in finding a good-fit book.

30. I PICK 1. I choose a book 2. P urpose – Why do I want to read it? 3. I nterest – Does it interest me? 4. C omprehend – Am I understanding what I am reading? 5. K now – I know most of the words * After they grasp the concept of I PICK, have them model their book choices in front of whole class.

31. What’s this look like? Video Segment—Good Fit Books I-Pick song and video http://www.youtube.com/watch?v=pNmjXPV_Oko

32. Read to Self Based on “The Daily Five” By Gail Boushey & Joan Moser “the sisters ”

33. Read to Self Introduce 3 ways to read a book: 1.Read the words 2.Read the pictures 3.Retell a story you have heard before Follow the 10 steps of teaching independence for “Read to Self” Introduce, set purpose Create I chart Model Practice Self-assess

34. Introduce 3 ways to read a book: 1.Read the words 2.Read the pictures 3.Retell a story you have heard before IMPORTANT ! ! !

35. Elbow Partner Check Turn to your elbow partner and discuss the 3 ways to read a book and the importance of each.

36. Building Stamina Lays the foundation for success as it gives children the support they need. Teaching children how to read on their own for extended periods of time each day creates the self-winding learner that is actively engaged in the reading process because they have the stamina to be independent.

37. Correct Model/Incorrect Model Complete I-chart and discuss Have one student model correctly while pointing out all of the wonderful behaviors the student is demonstrating Then, model incorrectly… Pick child carefully… one that would want the attention of doing it “wrong”. Most children laugh, but deep learning occurs after the incorrect model. After revisiting I-chart about incorrect behaviors, ask child to then demonstrate correctly. This way, the child has shown he/she is capable of being successful.

38. What’s it look like? Video Segments— Read to Self

39. Read to Someone Based on “The Daily Five” By Gail Boushey & Joan Moser “the sisters”

40. Buddy Time!! Go to your 3 o’clock buddy. Discuss with them the importance of Reading to Someone. Write each thought on a sticky note and place on the Read to Someone chart. Be ready to report out to the group

41. The Importance of Reading to Someone Helps students read independently Helps them grow as a reader Especially helps developing readers become more self-sufficient.

42. The Impact of Reading to Someone The volume of reading The level of attention to reading Fluency Reading Rate Word-attack skills The love of reading It is fun and getting better at reading are two of the most important reason.

43. Read to Someone Definitions EEKK I Read, You Read Choral Read Reading One Book Reading Different Books Check for Understanding

44. Focus Lessons for Read to Someone Each table will be given a task card. Team leaders will choose a teacher to model how you would present these focus lessons to your class. Take 15 min. to discuss how you will do this with your group. Be ready to present these to our whole group.

45. Focus Lesson #1 Refer to pages 63 Show Time- EEKK and Check for Understanding

46. I Chart Break off into you K-1 or 2-3 gathering spot and create your Read to Someone Anchor Chart. Show Time: I-Chart

47. Focus Lesson #2 Refer to pages 68 I Read, you Read

48. Focus Lesson #3 Refer to pages 70 How to Choose Books

49. Focus Lesson #4 Refer to pages 70 Choose your Own Classroom Spot

50. Focus Lesson #5 Refer to pages 71 Show Time- How to choose a partner

51. How to Choose a Partner Not always “choose your closest friend” Playing cards Shapes Multiplication facts Shout Out!!! Any other suggestions

52. Focus Lesson #6 Refer to pages 73 Coaching or Time

53. Coaching or Time? Coaching is giving the partner strategies to help solve a difficult word. Figure 5-6 on page 74 Time is when the partner who is listening gives the reader time to use strategies on his won.

54. Read to Someone Day One – Brainstorm I chart and teach EEKK ( elbow, elbow, knee knee) Day Two – Model and practice how partners read. * Teach I Read, You Read – taking turns * Teach Checking for Understanding – asking questions about the story, “I just heard you read…” Day Three – Brainstorm and practice How to Choose Books – talk and make a deal or rock, paper, scissors Day Four – Brainstorm and practice where to sit in the room. Day Five – Model and practice “How to Choose a Partner”. Day Six - Model and practice “ Coaching or Time ”. Once a focus lesson is taught, students read to someone and build stamina. Each day add a few more minutes until they are up to 20 min. for primary and 30 – 40 min. for intermediate students.

55. What’s this look like? Video Segments— Read to Someone

56. Listen to Reading Based on “The Daily Five” By Gail Boushey & Joan Moser “the sisters”

57. Quick Write Find your 6 o’clock buddy. Take Five minutes to share to explain why it is important to have Listen To Reading as part of your Daily 5 routine. Write your thoughts on a sticky note (one thought per note) and place on the Listen to Reading chart to share.

58. Listen to Reading is A valuable piece for developing fluency and vocabulary with your students. It is a staple in our classroom. Helps the children to become better readers. Language acquisition for ELL students. It is FUN!!

59. What to consider Obviously we do not have a whole class of children listening to reading at the same time. What do we look for? Who benefits the most? What about headphones? How about the computer??

60. Listen to Reading Day One – * Brainstorm and practice I chart, * Model and practice material setup and how to use it * Model and practice listening and following along with words and/or pictures Day Two - * Review I chart * Model and practice putting materials away neatly Day Three - * Review I chart * Model and practice listening to a short story, finishing it, and starting a new story Day Four - * Review I chart * Discuss the number of recorders/computers available Listen to reading – reviewing the I chart video http://www.thedailycafe.com/members/179.cfm?sd=68http://www.thedailycafe.com/members/179.cfm?sd=68 (6:00) http://www.thedailycafe.com/members/179.cfm?sd=68

61. What happens next In the lower grades (K-2) if the book finishes before the round is finished you can either: Give them another book to listen to or send them to Read to Self. In the upper grades the round usually finishes before the book or story is over: Put sticky note to hold their spot in book so it is easier for the child to continue the same story during another round.

62. I Chart Break off into your K-1 or 2-3 gathering spot and create your Listen To Reading Anchor Chart.

63. Ways to Listen to Reading Turn to your elbow partner and discuss the times during the day you would listen to reading.

64. Work on Writing Based on “The Daily Five” By Gail Boushey & Joan Moser “the sisters”

65. Work on Writing Create I chart of what it will look like, sound like, and feel like. It should include desired student and teacher behaviors and resemble the I chart from Read to Self. Day One - Model what to do when writing words you can't spell. Day Two – Practice where to sit & what materials to use Day Three – What to write about… Make a list of topics (vacation, dog, sisters, etc.) Make a list of forms (letters, lists, narrative) Post lists for students’ reference Day Four – Continue to teach the forms and traits of writing according to your district curriculum. * Once a focus lesson is taught, students work on writing – building stamina. * Add a few minutes each day until primary students are up to 20 min and intermediate students can sustain for 30 – 40 minutes.

66. Making it Fun!!! Colorful markers Colored pencils Pictures cut out of magazines Different types of journal paper Creative ideas to pull out of a hat Now you tell me

67. What’s this look like? Video Segments—Working on Writing

68. Word Work Based on “The Daily Five” By Gail Boushey & Joan Moser “the sisters”

69. The Purposes of Word Work Experimenting with words for learning and practicing a spelling pattern. Memorizing high-frequency words Generalizing spelling patterns Adding to our knowledge and curiosity of unique and interesting words Now you tell me

70. Day One - * Introduce optional materials and their locations to students. * Brainstorm I chart of how to set up materials and how to work with them independently * Model finding the materials, materials placement in the room, and setup of materials * Brainstorm chart of how to clean up * Model materials placement in the room, setup, and cleanup of the materials Day Two - * Model and practice materials setup, materials placement, and cleanup of materials * Brainstorm I chart – “How to Use Materials” * Model and practice student behaviors of how to use materials * Continue building stamina of working with materials, adding 1 – 2 minutes each day Other focus lessons for Word Work might include the following: Word sorts Adding words to their collection Practicing basic words most often misspelled Add words to word study notebook that relate to the strategy taught that day List words that belong to a pattern and add to word study notebook Each day add a few more minutes until students are independently working with these materials for the desired amount of time.

71. Ideas for Word Work: Shell spell using spelling words or words from word wall Playdoh (pinch and poke / roll) Write the room Pipe cleaners Rainbow write Wikki sticks Dry erase boards Beans Bingo dabbers Alphabet stamps Magnetic letters Clay (press in lid of coffee can and write with a golf tee) Magnadoodle Jr. Boggle game Scrabble tiles Chalk boxes (spray cardboard box with chalk paint) Etch a sketch

72. Choice We are motivated, engaged, and productive when we are in control of our schedules. Why should our children feel any differently? This is why choice is so important! Introduce choice as one of the most exciting things ever! Let the children know you trust them to be independent during the time they work on their Daily Five choice just like they have learned and practiced. Remind them to make a choice that feels right for their brain and their body. Have the children close their eyes and think about which Daily they would like to begin with. Tell them to make a picture in their mind of what their body looks like, sounds like, and feels like when they are engaged in that choice. Then, grab your check in sheet and begin! There are many different versions of a check in sheet. Use what works best for you!

73. Daily 5 With a Sub Pre-type plans and fill in lessons The children are so well trained in routine it is not hard to do! Kids are learning as they do daily, it creates less interruption because they do their regular routine even though you are absent. Substitutes reported back that they enjoyed D5 and many even bought book!

74. If you encounter problems… ask yourself these questions: Did I allow enough time for training muscle memory? Have I reviewed the I-charts? Am I staying out of the way and allowing the children to work independently? Am I allowing choice? Are some children allowed to share each day? Have I had behaviors modeled correctly and incorrectly? Who can I collaborate with for support?

75. RESOURCE LINKS http://www.sanjuan.edu/webpages/gguthrie/balanced _literacy.cfm?subpage=127464 (lots of downloadable resources!) http://www.sanjuan.edu/webpages/gguthrie/balanced _literacy.cfm?subpage=127464 http://pulaskidailyfive.blogspot.com/p/resources.html (lots of downloadable resources!) http://pulaskidailyfive.blogspot.com/p/resources.html Daily Café: http://www.thedailycafe.com/http://www.thedailycafe.com/ ProTeacher: http://www.proteacher.net/ (select Peony Room for Daily 5)http://www.proteacher.net/ Daily5 on Pinterest and Livebinder YouTube: Search Daily 5 and you’ll find a plethora of videos!