Marge Finan Woodland Heights Elementary

1. The Daily 5 For the Kindergarten Classroom The s of First Grade Marge Finan Woodland Heights Elementary

2. ThankYouforComing What is the Daily 5? • Two Sisters, Gail Boushey & Joan Moser, co- authored the book, “The Daily 5: Fostering Literacy Independence in the Elementary Grades.” • Student-driven management structure designed to create routines for student independence. • Fully engages students in reading and writing. • Incorporates five literacy tasks to ensure balanced literacy approach. Sample Text Sample Text Sample Text Sample Text Sample Text

3. How is it Different? • Productive approach that encourages • independent literacy centers. • Allows teachers to facilitate guided reading and remediate students. • Less worksheets and more hands-on learning. • Encourages love of reading!

4. Misconceptions • The Daily 5 is nothing new. • Similar to literacy centers – different names • but designed to be more independent. • No need to reorganize, just restructure. • Your room is fine just the way it is!

5. Daily 5 Components • Read to Self • Read to Someone • Listen to Reading • Work on Writing • Word Work • Sisters and others are moving closer to Daily 3 and eliminating Read to Someone and Listen to Reading.

6. Core Foundations • Trusting Students • Providing Choice • Nurturing Community • Creating a Sense of Urgency • Building Stamina • Staying Out of the Way (to encourage independence)

7. Key Materials and Concepts • Establish a Gathering Place • Book Boxes filled with Good-Fit Books (I PICK) • Anchor or I-Charts (for independence) • Repeated Practice (to build Muscle Memory) • Signals & Check In • Correct/Incorrect Model

8. Read to Self • The first step in the Daily 5 • Foundation for creating independent readers and writers • Start small and build as you go • Why – To become a better reader • Builds stamina and muscle memory

9. Read to Someone • Helps students learn to collaborate and be flexible. • Desired behavior - EEKK: Elbow to Elbow, Knee to Knee, I’ll read to you; you’ll read to me. • I Read, You Read (improves fluency). • Choral Reading (supports challenged readers).

10. Listen to Reading • Provides “lap time” that many children miss out on. • Provides auditory support of being read to. • Books on tape, CD, or websites are great resources. • Headphones can be tricky. • http://teacherweb.com/FL/LaurelHillSchool/MrsVensko/links3.stm

11. Work on Writing • Provides writing practice and intense focused instruction through small, guided groups. • Sustained writing of students’ choice – writing that matters to them. • Encourage “stretching” words. • Handwriting could be included.

12. Word Work • Focus on spelling and vocabulary work. • Experiment with words for learning, practicing spelling patterns, and memorizing sight words. • Tubs clearly labeled with words and picturesand filled with goodies like wikki sticks, magnetic letters, fancy pens, word lists, etc. • Make it independent and fun!

13. Launching Daily 5 • Start slowly and patiently! • Prepare a “book box” for each student and fill with class-made, emergent, and leveled readers. • Organize classroom library. • Allows students to choose & return books easily. • Release responsibility gradually.

14. Class Library

15. Launching Daily 5 • Work with students to describe a new skill or behavior; use I-charts. • Model it, practice it, talk about the skill again, and repeat the practice. • Discuss until behavior becomes a habit.

16. Daily 5 Setup

17. Daily 5 Organization Insert Picture

18. Day One • Establish a gathering place. • Teach children to respond to a signal so they know when it is time to check-in. • Create Sense of Urgency for Read to Self. • Example – Read “How Rocket Learned to Read” by Tad Hills. Discuss excitedly that they are ready to read.

19. Day One (Continued) • Brainstorm Read-to-Self behaviors and write ideas on an I-Chart. • Have 1 – 3 students model appropriate Read-to-Self behaviors. • Have 1 – 2 students model inappropriate behaviors; then have them model correct behaviors. • Have a three-minute practice period. • Check in to encourage self-reflection. Thumbs up in front of hearts signal independence and success; a thumb sideways means they could do better.

20. Day Two • Read the class’ favorite picture, easy reader. • Example – Read “Pete the Cat” by Eric Litwin. • Next, just read the pictures. Then, retell the story. • Brainstorm and make an I-Chart for • the three ways to read a book. • Have a three-minute practice period. • Check-in to reflect.

21. Day Three • Introduce Stamina & Muscle Memory. • --behavioral habits • Example – Read “DEX the Heart of a Hero” by CaralynBuehner. • Talk about how Dex had to build his exercising stamina to become stronger. • It’s hard but keep trying – it takes time!

22. Day Three (Continued) • Review I-Charts - Read to Self & 3 Ways to Read • a Book. • Have students model good & not so good behavior. • YAY – It’s time to start building stamina! • Might only be for a minute or two. • Return to gathering place to check-in for self-reflection.

23. Day Four and Beyond • Review I-charts daily to help make thinking permanent and visible. • Continue to Read to Self and build stamina. • Add a minute or two each day. Let kiddos go as long as proper behaviors are displayed. • Enjoy – you’ve made it!

24. Introducing other Components • Once you have reached your stamina goal for Read to Self, add another component. • Brainstorm and make an I-Chart. Practice and build stamina. • Eventually, incorporate into Literacy Centers. • Take it slowly - It’s okay if you just choose • to Read to Self!

25. Daily 5 Literacy Centers • Do what works and is comfortable for you! • Will students know where to go and what to do? • Probably not at first – be patient, it takes time. • You will need to direct them while encouraging independent learning. • Check-in and reflect – you made it!

26. Bibliography Boushey, Gail and Moser, Joan. The Daily 5: Fostering Literacy Independence in the Elementary Grades. Stenhouse Publishers. Portland, Maine. 2006.