The Daily FivePresented by: Christine Taylor

Are you asked to.Differentiate your instruction?

Teach children in small groups?

Confer individually with students?

Historical Overview

1970s1980s1990sNowPurposeWe will all getthrough the storyKids must feelgood aboutthemselves.We will all getthrough thestory with help.Every childdeserves to betaught on theirlevel at sometime during thedayStudents learn readingstrategies to access textResourceBasalOne AnthologyBasalOne AnthologyClass Sets ofTrade BooksBasal AnthologyTrade bookschildren couldreadBasal AnthologyLevel BooksBook RoomsLibrary Books of ChoiceDifferentiationWhole groupReading groupsWhole groupHeterogeneous groupsWhole groupGuided ReadingWhole groupSmall group guided readersOne on oneAccess TextRound robinYou might not be able to read the textRound robinYou might not be able to read the text Each student reads text they can readTeach skills and strategies so student can read any text

Each student has text they can read independently

Literacy Block Development Over TimeSeatwork Basel ProgramNow (The Daily 5 approach)

Teacher DrivenStudent DriveLow student engagementHigh student engagementTended to be busywork activitiesMeaningful reading and writingArtificial reading and writingAuthentic reading and writingLittle time spent readingMajority of time spent reading

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 StudentsEngaged 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

Since 1946, research shows that kids need to.

* read to be better readers * write to be better writersIt use to be that we would teach 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!

The Daily Five is.Tasks5 tasks Systemteaching all students independenceStructureProviding consistency

Research shows that a childs age is equal to how many minutes of direct instruction they can stick with in 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!!

5 Tasks of The Daily FiveRead to SelfRead to SomeoneWork on WritingListen to ReadingWord Work

The core foundations that are essential to the Daily 5. Trusting studentsProviding choiceNurturing communityCreating a sense of urgencyBuilding staminaStaying out of students way once routines are established

10 Steps to Teaching and Learning Independence1. Identify what is to be taughtToday we are going to..2. Setting Purpose Sense of UrgencyTell the students why 3. Brainstorm behaviors desired using an I chartWhat does it look like, sound like, feel like?Read the whole time.Stay in one spot.Read quietly.Get started right away.4. Model most desirable behaviorsShow what it looks like 3 dimensionalAs they do this, go over I chart and then ask: Will ____ become a better reader if he does this? (Self assessment is so important.)

10 Steps to Teaching and Learning Independence5. Model least desirable behaviors Michael Grinder calls this training your muscle memory. As a child is modeling this, go through chart and ask children, Will ___ become a better reader if he does this?Then, have the child show you he/she can do it correctly.6. Place students around the roomChildren want to be comfortableAt the beginning we place them and after awhile we show them how to choose. We ask them, Where do you read best?7. Everyone practice and build stamina (3 minutes)Dont set timer, look for body clues.

10 Steps to Teaching and Learning Independence8. Stay Out of the WayUse the magical power of a teachers eye Watch for The Barometer Child 9. Quiet Signal Come back to GroupWhen stamina is broken, use signal.10.Group Check In How Did You Do?This is time for self reflection and sharing.

Launching the Daily 5Establish a gathering place for brain and body breaksDevelop the concept of good-fit books through a series of lessons set up book boxesCreate anchor charts with students to hang on the walls for referencing behaviorsShort, repeated intervals of independent practiceEstablish calm signals and check-in proceduresModel the correct and incorrect behaviors (look like/sound like)

Launching Read to SelfEstablish the 3 ways to read a bookread and talk about the picturesread the wordsretell a previously read bookMake an anchor chart with students helpEstablish why under the heading Read to SelfWhy: to become a better readerStudent models incorrect and correct behavior and discuss what you noticePractice read to self Start with just 3 minutes Build stamina

Launching Read to SomeoneModel and practice EEKK (elbow, elbow, knee, knee), voice level, and check for understandingCreate an anchor chart with studentsEstablish the whyHelps us become better readers, best way to practice fluency, it is funStudent models incorrect and correct behavior and discuss what you noticeStudents practice reading the pictures and reading the words with their partners sitting EEKK. Continue model and practicing additional steps to buddy readingI read, you readHow to choose booksChoosing your own classroom spotHow to choose a partnerCoaching or time

Listen to Reading Make an anchor chart with students helpEstablish whyHelps us be better readers, helps us learn and understand new words and stories, it is funStudent models incorrect and correct behaviorDay 1- material setup, using the computer, listening and following along with words and/or picturesStudents practice what has just been modeledContinuing modeling and practicingPutting materials away neatlyListening to a short story, finishing it, and starting a new storyWhat to do if work time is up before the story is finished

Launching Working on WritingMake an anchor chart with students helpEstablish whyHelps us become better readers and writers, we care about writing and the people who read it, choice, it is fun, works on the fluency of writingStudent models incorrect and correct behaviorDay 1- model what to do when writing words they cant spellStudents practice what has just been modeledContinuing modeling and practicingWhere we sitWhat materials to use during writingNotebook, pencil, colors, paper choice, stickers, journal promptWhat do I want to writeStory (fiction or small momemt), book, letter, how-to, persuasive, poetry, sticker story, storybird, brain-pop jr.

Launching Word Work Brainstorm some of the materials that can be used to practice spellingWhiteboards, magnetic letters, wikki stix, play-dough, letter stamps, colored markers, etc. Create an anchor chart with studentsEstablish the whyHelps us become better readers, writers, and spellers, We care about our writing and the people who will read it, It is funStudent models incorrect and correct behavior and discuss what you noticeStudents practiceContinue model and practicing setting up and working with materialsOne person takes out the materials of his or her choice and sets them up in a quiet location, get started quickly, stay in one spot except to get and return materials, work the whole time, work quietly, work on stamina, try your bestContinue to add in additional materials for word work and discussRhyming dominos, word sorts, stamp a word, word family, sight word bingo, rhyming bingo, make a word , Spalding cards, task cards

*Research from Regie Routman and Richard Allington*Research from Michael Grinder