Introduction to the Daily 5Facilitator: Debbie Hartwig State Support

Team 9

Targets/Goals

I understand the Daily 5 Foundations.

I understand the 5 parts of the Daily 5.

I can plan Daily 5 implementation for the first 20 days.

I can design my classroom environment to support Daily 5 activities.

I can use the Daily 5 framework to enrich whole group lessons and guided reading groups.

A researched-based

thoughtful way to structure your

reading program. Not a “new method for teaching

reading” but it can make what

you are doing so much more effective!

Started with 2 Sisters’ Reflection and Research!

The Cliff Notes for The Daily 5Here we go!!!!

Daily 5 -101

READ TO SELF - Just how it sounds, students get to read Uninterrupted!

WORK ON WRITING - students work on writing of their choice, continue Writer’s

Workshop, or write based on a strategy or genre being taught.

WORD WORK - a time for students to focus on words. Students work with spelling, sight

words, and developing vocabulary to your preferred method of instruction.

READ TO SOMEONE - helps students develop fluency, word attack skills, their

level of attention, and their love of reading. LOTS OF MODELING!!! (EEKK, I Read, You Read, Choral Read, Reading One Book, Voice Level, Check for Understanding)

LISTEN TO READING - Students develop their language fluency from reading

along as books are read to them. Helps students to keep progressing towards increasingly difficult texts.

What is the rest of the

class doing?????

NO.....They are working away at the Daily 5!

Foundations of The Daily 5

Trusting Students

Providing Choice

Nurturing Community

Creating a Sense of Urgency (understanding WHY we are doing the Daily 5)

Building Stamina

Staying OUT of our students’ way once routines are established.

Trusting Students“What am I doing now that I could trust my students to do?”

Do we really need to go to the bathroom and get a drink all at the same time? (Don’t let bathroom breaks interrupt Reading. Have a system.)

When trust is combined with explicit instruction, students become independent learners!

When students execute the skills of independence that they have been taught, then teachers are free to focus on instruction!

CHOICE!PURPOSE + CHOICE = MOTIVATION

When you have some say in the matter, you are much more motivated to complete the task.

“We would like to see more student choice in reading lessons and greater encouragement of students to read a great deal...more communications to students that ...choosing to read is choosing to do something that is fun. Best Practices in

Literacy Instruction (Morrow, Gambrell and Pressley, 2003)

Building a Learning Community

Best description of building classroom community in Reading with Meaning by Debbie Miller (pages 18 - 23)

Creating a community starts with getting to know each other the first day of school and continues with all the experiences we have together during the year. DON’T MISS THOSE TEACHABLE MOMENTS STOP AND USE THEM!

The whole community will rejoice in progress and the whole community will hold each other accountable for his/her learning behavior.

Building Community!

- Building relationships- Establishing mutual respect

- Teaching others to give appreciation- Mutual responsibility for classroom management

Creating a Sense of UrgencyStudents know

WHY it is IMPORTANT and that EVERY

MOMENT COUNTS!

BUILDINGSTAMINA

We need to TEACH children to build STAMINA for their

independent work!

Minutes of Stamina - When Can You Add Another Part of Daily 5

Primary Students = 10 to 12 minutes of StaminaKindergarten Students = 7 to 8 minutes of Stamina

Building STAMINA!!

Stay OUT of the WAY!

They will not become INDEPENDENT if you don’t let them practice INDEPENDENTLY (no

interference/no teacher talk!)

Gradual Release of Responsibility Model

Materials, Concepts & Routines for Launching

The Daily 5

You can find all this good advice in Chapter 3 of the book - pages 27 - 42

1. Establish a Gathering Place where the whole class can sit.

For focus lessons!

It signalsa shift in

activity and thinking!

Provides achange in brainwork and givesmuch neededmovement!

For Brain & BodyBreaks!

2. Teach students to find Good-Fit Books

This honors student choice. Teach I-Pick.

Use the shoes and have some fun! Page 30

I pick, I pick, I P-I-C-K...I Pick Book Rap

Book Boxes are very important! But what’s MORE important is

what’s inside them!

Put some books in their boxes

before students arrive!After teaching I-Pick

have students shop for3 to 8 books.

3. Don’t skip the ANCHOR CHARTS!!!DON’T EVER THROW

THEM AWAY!!!

If something is important, it is written down and learningbecomes anchored to these charts. This VISIBLE learning

becomes the decorations of the classroom.

These are posted in the roomso the children’s thoughts and learning can be referred to all

year long.

Let’s Watch a Pro!

Turn and Share!

What did you learn from watching Joan Moser?

What did you learn from watching

the students and listening

to their responses?

Why are the I charts so

considered so valuable?

The “I” Charts keep students on track all year!

Make yourown “I” charts

with your students’

own words. It’smuch more

meaningful to them!

Use the I-ChartHandouts!They are

great“cheat sheets”!

Start with Short

Intervals of

Repeated Practice,

Repeated Practice,

Repeated Practice,

Repeated Practice,

Repeated Practice...

Memory stored in the kinesthetic system evokes the longest memory.

Students need to see, hear and FEEL what they are doing. The movement is stored in muscle

memory (like riding a bike) and becomes automatic.

10 Steps to Improve Muscle Memory

Identify what is to be taught.

Set a purpose and a sense of urgency (WHY are we doing this?).

Brainstorm behaviors desired using the I-chart.

Model the most-desirable behaviors.

Then model the most undesirable behaviors and immediately remediate them!

Everyone practices and builds stamina for 3 minutes. If students are off-task sooner than 3 min. class stops.

Teacher STAYS OUT OF THE WAY!

Give the signal to come back to whole group.

Have a group check-in - How did you do?

Repeat steps till stamina is built.

Have a SIGNAL OR ELSE......

You want a sound that will stick out, but does not upset students that are

sensitive to loud noises.Practice as a class responding to the sound till you are sure it is going to

work.If it doesn’t work ask STUDENTS for

ideas on how to make it work and put it on the anchor chart

with their name right next to their idea.

CHECK INHow did we do?

Thumbs up, thumbs down, andthumbs sideways...

Materials...

Pocket charts

Book boxes

Timers

Chimes or Signal

Chart paper

Markers

Shoes...

Follow the bookEXACTLY

when introducingroutines.

Pages 45 - 90

AllTogeth

er Now!

It won’t be

boringever!

How could we be

boring?

Readyeveryo

ne?1,2,3...

New Recommended Order to Introduce Daily 5

*Read to Self*Work on Writing

*Then present remaining activities in the order best for your

students.

Daily 5 Can Enhance Your Program

OR

Become a Source of Stress

It all depends upon...

The First 20 Days!!!And How Well You

Teach and Model Your Routines...

Check out the 1st 20 days - K-2Handout

Also refer to the Appendix in the Daily 5 book

pages 111- 126.

Look Inside The Daily 5 Classroom...

Turn and Share with Your Grade Levels

What do you view as a POSITIVE about getting started (or continuing) with the Daily 5?

What questions do you have?

Sample Schedules (See Handouts)

Teachers share how they found it and why they love it!

Share with your grade level...

*Who has tried the Daily 5 already? Do you have any experts at your grade level?

*Share your ideas for designing a gathering place,

how to find book boxes, resources for good fit books in your building

or at the library, what signal will you use to redirect students

(chimes?).

How awesome to have your whole elementary staff speaking the same

language!

CAN YOU EVEN IMAGINE HOW THIS WILL PAY OFF NEXT YEAR!!!