The Daily 5: Building a Foundation for Literacy Brick by Brick

1. The Daily 5: Building a Foundation for Literacy Brick by Brick August 8-9, 2013

2. Dallas ISD Core Beliefs • Our main purpose is to improve student academic achievement. • Effective instruction makes the most difference in student academic performance. • There is no excuse for poor quality instruction. • With our help, at risk students will achieve at the same rate as non-at risk students. • Staff members must have a commitment to children and a commitment to the pursuit of excellence.

3. Norms: • Listen fully and reflectively • Hold experiences and revelations of others with care • Challenge the limits of your potential • Support one another in learning • Be responsible for your impact in the room • Make it real and meaningful for self reflection and growth • Monitor all personal technology and use appropriately

4. LearningObjective: Participants will analyze The Daily 5 literacy structure to support teacher implementation.

5. DemonstrationofLearning(DOL): Given the literacy structure, coaches will create 3 high-impact steps of action to support teachers in the implementation of The Daily 5.

6. What is the Daily 5? • Literacy structure • Differentiationand consistency • Classroom management system • Five tasks

7. Read to Self Read to Someone Listen to Reading Work on Writing Word Work It is NOT called The Daily Five because they have to do all 5 each day! The Daily 5 Components Are:

8. What Can Teachers Accomplish During Daily 5? Each day, teachers: • Deliver 3 – 5 whole group mini-lessons • Teach 3 – 4 small groups • Hold conferences with 9 – 12 individual students

9. What Can Students Accomplish During Daily 5? • Each day, students: • Engage in reading and writing • Receive focused, tailored instruction • Practice self-management and self-direction

10. When You Visit Daily 5 Classrooms, You Will See … • Mini-lesson (whole group instruction) • 1st round of Daily 5 • Mini-lesson (whole group instruction) • 2ndround of Daily 5 • Mini-lesson (whole group instruction) • 3rdround of Daily 5 • Reflection: Table Talk

11. Planning/Preparing You need to have a few things organized before you begin Daily 5:   1.Designated meeting areaforsmallgroupinstruction 2.  Areawhereyou will meet with the whole class 3.  Multi-levelclassroomlibrary or bookcenter 4.  Place foreach student to store their Daily 5 materials 5 . Listeningcenter  6.Place forwriting materials 7.  SpaceforDaily5 anchor charts

12. Building the FOUNDATION • Trust students • Provide choice • Nurture community • Create a sense of urgency • Build Stamina • Encourage Independence

13. Choice: Encourage students to start their day with some questions in mind: • What are my goals in reading and writing? • What will I do first? • Whom will I work with? • What do I want to accomplish? • What was I working on yesterday that I want to continue today? Choice is highly motivational and puts students in charge of their own learning!

14. Turn & Talk “We move slowly to eventually move fast…the payoff is enormous.” p.42

15. Read To Self

16. Book Boxes • Have a separate book box for each student: • Use cardboard magazine holders, cereal boxes, small trash cans, clear plastic envelopes with Velcro, eco-bags, shower caddies, juice boxes (Capri Sun –cut the top off), plastic baskets, or 2 gallon zip-lock bags. • Place 3-5 books in a box • Books are chosen by the teacher until the students are trained (I PICK). • Book boxes are always kept in the same place.

18. Three Ways to Read a Book • Read the pictures • Read the words (For Kindergarten, find a letter/sight words to start) • Read from memory • Model • *Read the picture – Think aloud about the picture • *Read the words – Show how the finger should move left to right under the words • *Read from memory-recall what happened in the story

20. How Does it Look?

21. Good Fit Book • Five Finger Rule: • Read a page in the middle of the book. • Put one finger down for every word that’s too hard to read. • 0 fingers – too easy! • 1-3 fingers – just right! • 4-5 fingers – quite hard – but give it a try. • 5 or more fingers – too hard for now.

22. Model • 1. Create an Anchor Chart with students • 2. Go over the Anchor Chart together • 3. Teacher models (for about 1-2 minutes) • 4. While pointing to the Anchor Chart, ask “Did I start right away?” Was I reading quietly?” • 5. Ask students to model incorrect and correct practices. As he/she is reading, ask if he/she is following the Anchor Chart quietly. Practice several times.

23. Read to Someone • Read to Someone increases the following : • Volume of reading • Level of attention to reading • Reading rate, accuracy, and expression • Reading motivation • Fluency • Word-attack skills

24. How Does It Look?

25. Read to Someone

26. EEKKVoice • EEKK (Elbow to Elbow, Knee to Knee) • Model : Ask one student to sit down on the floor with you EEKK and place a book in between. • Voice Level: Low

27. WordWork As you introduce each material, discuss the following: • Materials in the Word Work Station • How should students use the materials • Where should students sit to do Word Work (table, on the floor, carpet area ) • How to clean up (Ex. make sure the top of the marker makes a “click” noise, return the material to the same spot, etc.) • Word Work should CONNECT to what is being taught in class that • week or to content that needs to be revisited.

28. How Does It Look?

29. Listen to Reading • Materials needed: Books on tape, CD/tape player, headphones or Computer with internet Resources available from Library & Media services. www.storylineonline.net www.storyplace.org www.pebblego.com www.bbc.co.uk/cbeebies/stories www.tumblebooks.com http://www.rif.org/kids/leadingtoreading/en/preschoolers/read.htm http://www.rif.org/kids/leadingtoreading/es/preschoolers/read.htm * Some sites may require a membership

30. Work on Writing • Why should we write everyday? • Helps us become better readers and writers. • We can choose what we want to write about. • We care about our writing, and we want people to be able to read our writing.

31. How Does It Look?

33. How Does the Management System Look?

34. Video Considerations • Teacher preparation • Physical arrangement of the classroom/materials • Specific components of The Daily 5

35. The Daily 5 http://www.safeshare.tv/w/wWkFKAGcxB

36. Preparing for a Successful Start • Make sure you have plenty of materials for students to access while in Daily Five stations. • Be sure to include a variety of multi-level resources in each station. • Establish a gathering place • Explain Good-Fit Books • Create and review Anchor charts • Practice independent time • Introduce and practice calm signals and check-in procedures • Model correct/incorrect behaviors

37. Demonstrationof Learning (DOL): Given the literacy structure, coaches will create 3 high-impact steps of action to support teachers in the implementation of The Daily 5.

38. ContactInformation Ashley Reynolds Academic Facilitator Division 2 ascampos@dallasisd.org Payton Ishmael Academic Facilitator Division 3 pishmael@dallasisd.org • Barbara Martin • Academic Facilitator • Division 5 • bamartin@dallasisd.org • Dawn Roberson • Academic Facilitator • Division 2 • droberson@dallasisd.org

39. The Daily 5 • Fostering Literacy Independence in Elementary Grades • Reference: • Boushey, G. & Moser J., (2006). The Daily 5: Fostering Literacy Independence in Elementary Grades, 1stEdition. Portland, ME:  Stenhouse Publishers.