The Daily 5

1. The Daily 5 Fostering Literacy Independence in the Elementary Grades Authors: Gail Boushey Joan Moser Powerpoint presentation by: Sharon Smith

2. Read to Self • Research • Allington, R. Learning to Read: Lessons from Exemplary First-Grade Classrooms. • Morrow, L.L. Gambrell Best Practices in Literacy Instruction. • Marshall, J. C. Are They Really Reading? • Krashen, S. The Power of Reading: Insights from the Research. • Routman, R. Reading Essentials: The Specifics You Need to Teach Reading Well.

3. The Daily Five • Relies on the teaching of independence • Manages the entire literacy block. • Allows for three to five focus lessons and more intentional teaching. • Provides students substantial time to read and write.

4. Allows for the integration of reading and writing. • Incorporates a variety of clearly defined instructional routines that accelerate learning. • Builds stamina to ensure longer periods of time students successfully read and write. • Articulates student behaviors that culminate in highly engaged learners. • Teaches students to understand and monitor their literacy goals.

5. Trust • Is the underpinning of what makes The Daily Five work. • Management of behavior becomes the responsibility of the students. • Through lessons and guided practice, behaviors are gradually built that can be sustained over time.

6. Choice • Students have choice over which of the five they will participate in first. • Read to Self • Read to Someone • Listen to Reading • Working on Writing • Spelling/Word Work

7. Community • Creates an environment of learning and caring among all students. • Students and teachers design schedules together, as well as rules, and choosing stories to read.

8. Sense of Urgency • Always teach “why” we do things. • This will establish motivation and will keep them persevering. • The purpose for each lesson is clear, telling students why we are taking the time to teach the ideas or concepts. • Research proves reading each day is the best way to become a better reader. • The best readers practice each day with books they choose.

9. Stamina • Independent work time is the time for children to be practicing the components of the Daily Five. • Teaching children how to read on their own for extended periods of time each day creates the self-regulated learner.

10. Stay Out of the Way • Stay out of the way and let them read after you teach them what is expected, practiced the strategies, and have built their stamina.

11. “When we follow routines day after day, our students can use their energy to grow as readers and learners rather than to figure out what we expect them to do. We in turn, can focus our energy on teaching, not managing, our independent learners.” Kathy Collins, author of Becoming Readers and Reading for Real.

12. Establishing a Gathering Place • “Gathering kids in front for instruction, releasing them to practice, and then bringing them back to share their thinking represents the steady flow that is at the heart of effective teaching and learning.” Stephanie Harvey and Ann Gouvis.

13. Gathering Place…. • Another way to influence children to be successful • Limits distractions and proximity allows you to check in on behavior • Allows students time to turn and talk, engaging everyone in the conversation of the lesson. • Signals a shift to provide a time for change in brain work and much needed movement. • Brain and Body break

14. Good-fit Books • Current research (Allington) indicates that a good fit book is one that the students can read with 99% accuracy. • Reggie Routman says these books seem custom made for the students. • A child’s purpose for reading, interest in a topic, and ability to comprehend play a large role in finding a good fit book.

15. I-Pick The opening lesson is an anchor chart labeled “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.

16. Anchor Charts • In Reading With Meaning, Debbie Miller describes anchor charts as a method of making thinking permanent and visible in the classroom. • They allow students to trace their work together, build on earlier learning, and simply remember a specific lesson. • The visible learning makes up the decorations of the classroom.

17. Repeated Practice • In each Daily Five lesson, the class: • Auditorally brainstorms correct behaviors on the I Chart. • Children model these behaviors in front of the class, so they can be seen visually. • Whole class practices these behaviors kinesthetically for three minutes, allowing the behaviors to be received and stored kinesthetically for all students . • The three minute practice is repeated often during the launching phase.

18. Ten steps to improve muscle memory: • Identify what is being taught. • Set a purpose and sense of urgency. • Brainstorm behaviors desired using an I chart. • Model most desirable behaviors. • Incorrect model—least desirable behaviors, then most desirable. • Everyone practice and build stamina. • Teacher stays out of the way. • Quiet signal—come back to the group. • Group check in—”How did I do?” • Repeat 1-9.

19. Signals • Teach children to quickly respond to a signal so they know it is time to gather and check back in. • Make an anchor chart and write down the ideas about what they think it might look like and sound like when they hear the signal. Write it along with the student’s name. • Then read back over it and say, “let’s practice your ideas.” • Have them get up, talk, move around, then give the signal. • Then go back over the chart and check in.

20. Check In • Check in helps students become more aware of expectations. • Thumbs up right in front of their hearts if they know they were successful. • Thumbs sideways if they were somewhat independent and successful.

21. Correct Model • Modeling is a priority to demonstrate the importance of the behaviors you expect. • Begin with a discussion of what the skill looks like. • Have a student model the discussed attributes of the particular skill being learned. • While the student demonstrates, point out all the behaviors.

22. Incorrect Model • Ask for a volunteer to model the incorrect way. • Have the student demonstrate all the things they should not do. • Then have the student model the correct behaviors.

23. “When an independent reading component is added, test scores go up!” RegieRoutman

24. Three Ways to Read a Book • This is taught in two sessions. • On the first day, start with these words: “Today, class, we are going to learn two ways to read a book. Who knows what they are?” • One way is to read words. We read words to understand what is happening in the book.

25. “What is another way to read a book?” • Read the pictures! • Yes, reading the pictures is very important. Pictures carry much of the story’s meaning. So, it is very important to read them. • You are going to be detectives today and notice what it looks like and sounds like when we read a book two different ways.

26. “First, we will read a book using pictures. Pay close attention so you can turn and tell an elbow buddy what you saw and heard when I’m through.” • “Reading the pictures is one way of reading a story. What did you notice?” • Now see if you can tell what is the same and different after I read you the words in the book.

27. Reading the words… • Read the same story again modeling the metacognitive process of thinking aloud about our reading and comprehension that you will soon expect your students to be able to replicate. • At the end of this second reading ask, “Okay detectives what did you notice?” • You guys are smart, whether you read the pictures or the words or both together, you should be thinking, talking to yourself, and making meaning. Your brain will be very busy as you are reading.

28. The second day…. • Review the learning from the previous day. • Turn and tell your elbow buddy one of the ways we learned to read a book yesterday. • Today, we will learn one last way to read a book. • Retelling a story I have read before.

29. Anchor Chart • Three Ways to Read a Book • Read the pictures • Read the words • Retell the story

30. Launching Read to Self • Today we are going to begin our very first day of the Daily Five. The most important thing you can do to become a better reader who love to read is to spend lots of time practicing reading. • Let’s make an I chart with our ideas of why it is so important that we read to ourselves.

31. Read to Self, IndependenceWhy: To become a better reader. • Students Teacher • Read the Work with • Whole time.

32. Modeling • The student gets his/her book box, goes to the front of the group, sits down, takes out the first book, and begins to read. • You will quietly go over to the anchor chart with the rest of the class. • End with a round of applause.

33. Incorrect Model • Find a student to model the incorrect way to Read to Self. • Look at the chart for Read to Self. • Is he/she staying focused? • Is he/she staying in one spot? • Is he/she reading quietly? • Now please show us the appropriate way to read to self. • Go back to the chart, review.

34. The Three Minute Start • Each of you has your book box. • Now you will find out where to sit during Read to Self. • Then we will practice for 3 minutes. • Quickly and quietly place them around the room, one at a time, at least one arm’s distance away from each other.

35. Checking Back In • Look at the I chart for Read to Self, reflect on how it went. • Thumb up if you were successful. • Thumb sideways if you can improve. • Celebrate successes. • Discuss problems.

36. Three more minutes of practice • Is there anything we need to add to the chart? • Add suggestions, probably, not sit too close together. • Take students and their boxes and place them around the room again, this time in a different place!

37. Review the lesson • After the final session review the lesson for Read to Self. • Tell them they are building their stamina so they can become better readers that love to read books.

38. Day 2 and Beyond • Begin with a review of the lesson from the previous day. • Continue to work on building stamina. • Review I chart. • Add one minute to practice time. • Choose one or two students to model correctly. • Yes, model incorrectly. • Place them around the room.

39. “Whenever an activity fails, it is because I haven’t done enough modeling. Modeling gives students words and examples to frame their thinking.” Chris Tovani, author of Do I really have to Teach Reading, I Read It, I Just Don’t Get It.

40. Focus Lessons • Day 1 • Day 2 • Day 3-Discuss where to sit, how to choose, continue as in days 1 & 2, adding minutes each day, extending stamina. • Day 4-Continue to review chart, review how to choose good fit books.

41. Read to Someone • Helps children learn to collaborate. • Helps readers become more self-regulated. • Research shows that taking turns listening to a partner read increases reading involvement.

42. Read to Someone increases: • The volume of reading. • The level of attention. • Reading motivation. • Fluency. • Reading accuracy rate. • Word Attack skills. • The love of reading.

43. Introducing Read to Someone: • Ask the children, “why do you suppose we would want to read to someone everyday?” • Answer: Because fun and getting better at reading are two of the most important reasons we read to someone. • It helps our fluency. • We can practice our reading skills and strategies.

44. Read to Someone (Anchor Chart) • Urgency: • Helps us become better readers • Best way to practice fluency. • It is fun. Students Teacher • Sit EEKK *work with students • Use a soft voice • Read the whole time • Stay in one spot • Get started right away

45. Read to Someone Day One: • Begin with EEKK • Voice level • Read One book • Check for Understanding • Go back over the I chart.

46. More about check for understanding • Tell students to read along with their eyes and their ears because you will be checking for understanding. • Have the partners switch jobs. • If the partner does not summarize correctly, teach them to say, “That’s not what I read.” • First partner rereads again. • Summarize again.

47. Ways to Read to Someone(anchor chart) • I read, you read • Read one book • Read two different books • Read chorally • Always check for understanding

48. Focus lessons day 2 • Day 2—I read, you read

49. Read-to-someone focus lesson day 3 • Strategies for how to choose books (make an analogy to choosing which game to play with a friend) • “Let’s Make a Deal” • Add “How to choose books” to anchor chart

50. Read-to-someone Day 4 choosing your own classroom spot • Review the I chart for Read to someone • Pick their partners • Go by pairs and get reading boxes • Decide how they will do read-to-someone • Pick books