1. + The Daily 5 Informational Workshop Session 6: Putting it All Together and troubleshooting

2. + Time to Release! Once all the components have been taught and practiced, it is time to give the children choice! This will be after about 6-8 weeks of practice. During check-in the students tell you what component they want to work on, you can log it on a check-in sheet. Send the kids a few at a time to start working on their choice.

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4. + Pause for Video Interlude Daily 5 Round 1 Check-In From One Morning: Daily 5 and CAFÉ in 1 st Grade Classroom

5. + How Can I Fit the Daily 5 into My Schedule? Because you have taught the children independence behaviors, they are able to transfer these behaviors to any kind of scheduling. For the same reasons children are able to do Daily 5 for longer periods of time. They are able to stay focused because you have taught them how to.

6. + What About Assessment? Margaret Mooney: “Independence is synonymous with accountability.” You don’t need papers to check everyday to see their progress – you see them reading, working, using strategies. You have time to individually assess Anecdotal records Running Records DRA IRIs

7. + Three minutes seems too short! Depends on the students. But you never want the students practicing the wrong behaviors. Building stamina slowly helps train their muscle memories. Kids who have used Daily 5 previously – practice can be a little longer.

8. + What About Room Arrangement? Gathering place Small private work spaces Larger work spaces for small groups Spread out all over the room: helps with independence Focus on places that work best for students’ brains and bodies

9. + Troubles with Interruptions When the students are doing the Daily 5, the teacher’s job is to work with students. This can sometimes be distracting to other students. So once all the components are in place do another focus lesson: “Ignore the Teacher.” Practice working with students while the others ignore you!  Also good to have tech helpers to troubleshoot computer or tape/CD player problems.

10. + Odd Number of Students Someone offers to switch out of Read to Someone, making a different choice so the number is even. Someone offers to switch into Read to Someone to make the number even. Odd person can read to a stuffed animal or puppet. For working with elbow buddies during whole group lessons, make one group of three.

11. + No Response to Signal Above, pause, whisper Feeling like they are not done with what they are doing… Teaching the class how to pick up where they left off Let them pick Read to Self or Work on Writing twice in a row Tells the students their choices are important to you!

12. + 5 weeks and still no independence… Usually it is one or two students. This can effect the whole class. Use these children for correct/incorrect models. For extreme behavior issues Review appropriate behaviors. Let the child know you think he/she will be successful. Let them make an independent choice. If they cannot be independent ask what their goal is for their behavior and if they are meeting it. Close proximity Try again the next round. Practice at recess (not as punishment, but a few minutes to build muscle memory.

13. + What about students from different backgrounds? Need to build trust before you can begin. Might start with more predictable table arrangement to make students feel safe. Let your students set the pace for building stamina – each class is different. Sometimes teachers have to make the choices for the order of the Daily 5 for a longer period. Sometimes it is necessary to visit your most at-risk students at the beginning of each round to touch base with them before taking a small group or individual conference.

14. + What about Intermediate? Intermediate may need to split up their time. Read to Self, Work on Writing, and Read to Someone become the focus. Same procedures but may be able to start with longer practice. It can be done! Visit Carolyn or Eric!

15. + Questions? Comments? Don’t forget to post on the Wikispace!