1. Creating a Literacy Structure: The Daily 5 “Model, Practice, Reflect”
Taken from a Powerpoint prepared by:
Allison Behne & Daily 5 Authors
Listen to interview with authors
Think, Pair, Share
Think of challenges, compare with pair, share with group on anchor chart

2. In your classroom… Do you differentiate instruction in your classroom?
Do you teach children in small groups?
Do you feel like you have enough time to teach, practice, assess…?
Do you conference with your students?
Are your students consistently engaged during your literacy block?
Are you expected to teach each child at their level according to their learning styles while having 20 – 22 students in your room? The Daily Five structure allows you to do this while the rest of the class is actively engaged in reading and writing activities.
**Showdown to answer questions with Y/N index cards**

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

4. 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
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!
Research from Regie Routman and Richard Allington
We are at the point where a shift needs to be made…

5. Literacy Block Development Over Time Seatwork Basal Program
Centers
Workshop
Daily Five
Think of where you fall in this sequence and use today to determine your next step in moving toward creating a structure that allows you to meet your students needs individually.

6. 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
D5 provides the structure to use the tools/resources you have….basal, leveled readers, non-fiction, author studies, A-Z Reading….to plug in your content and teach the 5 domains of reading (Fluency, Vocabulary, Comprehension, Phonics, Phonemic Awareness)

7. Establishing a gathering place for brain and body breaks
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:
Establishing a gathering place for brain and body breaks
Developing the concept of “good-fit” books through a series of lessons
Creating anchor charts with students for referencing behaviors
Short, repeated intervals of independent practice
Calm signals and check-in procedures
Using the correct model/incorrect model approach for demonstrating appropriate behaviors
These critical elements are what we will focus on in each of our rotations.
Jenn will cover 1-3 dealing with building the stamina of the structures/foundation
Kim will cover 4-6 dealing with building the stamina of the management procedures

8. 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 The Daily Five because they have to do all 5 each day.

9. Reading Structure Mini lesson - whole group Mini lesson - transition
One round of Daily 5
Read to Self
Mini lesson - transition
2nd round of Daily 5
Read to Someone
3rd round of Daily 5
Listen to Reading

10. Writing Structure Editing with Teacher Word Work Work on Writing
Technology/
Peer editing
John
Lexi
Jose
Charlotte
Makai
Sami
Nina
Randy
Ayden
Owen
Ben
Anna
Malik
Mason
Oona
Keyona
Create template on Smarboard and manipulate student names at the end of writing to have a starting point for the next day

11. Establish a Gathering Place
Open space large enough for the whole class to come together and sit on the floor.
Regardless of the age of children we teach, we always have a gathering place.
Distractions are limited and proximity allows us to check in on behavior more effectively
Students are able to turn and talk to each other, engaging everyone in the conversation of a less
Gathering on the floor signals a shift in activity and thinking
- It provides time for a change in their brain work along with much need movement of their bodies (Brain and Body Break).
Classroom Meeting Video

12. Anchor Charts Large charts created based on what children have to say
One way to make thinking permanent and visible in the classroom
Allow class members to build on earlier learning or remember a specific lesson
As each component of the Daily Five is introduced, the class comes together to make an anchor chart, which is called an I chart. The I chart allows children’s thinking about student and teacher behaviors during Daily Five to be recorded on a chart and displayed.

13. 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)
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 comphrehend play a large role in finding a good-fit book.

14. I PICK I choose a book P urpose – Why do I want to read it?
I nterest – Does it interest me?
C omprehend – Am I understanding what I am
reading?
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.
Shoe story (P. 30 & 31) ***Take away bookmarks****
Variety of books…. Where are places you can get books to increase your library?

15. 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, pencil, post-its, bookmark
Book box has assigned spot it is kept

16. Read to Self
Introduce 3 ways to read a book:
Read the words
Read the pictures
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
***Show and take away graph to track stamina***
*Add more time each day until you hit desired goal. Continue to revisit I chart each day.

17. 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”.
***Show and take away coaching tips***
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.

18. 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
(6:00)

19. 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.

20. Other focus lessons for Word Work might include the following:
Working with Words
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:
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
Word sorts
Adding words to their collection
Practicing basic words most often misspelled
Each day add a few more minutes until students are independently working with these materials for the desired amount of time.

21. If you encounter challenges… 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?
Go back to the “model, practice, reflect” mantra and revisit the desired learning outcome

22. The foundations for 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
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.
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. Purpose + Choice = Motivation.
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.

23. Closing Video Response
Daily 5 Alive!
Closing Video Response
Class Tour – Sticky Notes
I Pick Rap
Sisters Model