Creating a Literacy Structure: The Daily 5 “Model, Practice, Reflect”

1. Creating a Literacy Structure: The Daily 5 “Model, Practice, Reflect” http://www.stenhouse.com/sisterspodcast3.mp3 Taken from a Powerpoint prepared by: Allison Behne & Daily 5 Authors

2. In your classroom… • Do you differentiate instruction in your classroom? • Do you teach children in small groups? • Do you feel like you have enough time to teach, practice, assess…? • Do you conference with your students? • Are your students consistently engaged during your literacy block?

3. The Daily Five is…. • Tasks • 5 tasks • System • Teaching all students independence • Structure • Providing consistency

4. Since 1946, research shows that kids need to….* read to be better readers * write to be better writers • Reggie Routman and Richard Allington show that we are use to teaching 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!

5. Literacy Block Development Over Time Seatwork Basal Program Centers Workshop Daily Five

6. The Daily Five does NOT hold content, it is a structure. Content comes from your curriculum. • Work on writing = structured time to write • Read to self = structured time to read

7. P. 28 – Although the foundations of D5 create a strong base for student independence, there are also key materials, routines, and concepts we introduce to children in the first days of school that are crucial to the success of the program: • Establishing a gathering place for brain and body breaks • Developing the concept of “good-fit” books through a series of lessons • Creating anchor charts with students for referencing behaviors • Short, repeated intervals of independent practice • Calm signals and check-in procedures • Using the correct model/incorrect model approach for demonstrating appropriate behaviors

8. Why is it called The Daily Five?There isn’t time for five rounds! • It is called The Daily Five because there are five literacy components for children to choose from when they go off to work. These components are: • Read to Self • Read to Someone • Listen to Reading • Work on Writing • Working with Words • It is NOT called The Daily Five because they have to do all 5 each day.

9. Reading Structure • Mini lesson - whole group • One round of Daily 5 • Read to Self • Mini lesson - transition • 2nd round of Daily 5 • Read to Someone • Mini lesson - transition • 3rd round of Daily 5 • Listen to Reading

10. Writing Structure

11. Establish a Gathering Place • Open space large enough for the whole class to come together and sit on the floor. • Regardless of the age of children we teach, we always have a gathering place. • Distractions are limited and proximity allows us to check in on behavior more effectively • Students are able to turn and talk to each other, engaging everyone in the conversation of a less • Gathering on the floor signals a shift in activity and thinking • - It provides time for a change in their brain work along with much need movement of their bodies (Brain and Body Break). • Classroom Meeting Video • https://www.teachingchannel.org/videos/classroom-morning-meeting

12. Anchor Charts • Large charts created based on what children have to say • One way to make thinking permanent and visible in the classroom • Allow class members to build on earlier learning or remember a specific lesson As each component of the Daily Five is introduced, the class comes together to make an anchor chart, which is called an Ichart. The I chart allows children’s thinking about student and teacher behaviors during Daily Five to be recorded on a chart and displayed.

13. Good-Fit Books • Research indicates that an independent-level or good-fit book for children is one they can read with 99% accuracy. (Richard Allington, March 2005) • Higher levels of oral reading error rate are linked to significant increases in off-task behavior. (Gambrell, Wilson, and Gantt, 1981) • It is essential to spend focused classroom time teaching our children to choose books that are a good fit for them and they enjoy. • There is more to choosing a good-fit book than just reading the words. A child’s purpose for reading, interest in a topic, and ability to comphrehend play a large role in finding a good-fit book.

14. 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 * After they grasp the concept of I PICK, have them model their book choices in front of whole class.

15. Setting Up the Book Boxes • Have a separate book box for each student. • Use small plastic tubs, cereal boxes, or even ask parents to send one with each child • 5 – 10 books in box • Self-selection of books depends on age • Journal, pencil, post-its, bookmark • Book box has assigned spot it is kept

16. Read to Self • Introduce 3 ways to read a book: • Read the words • Read the pictures • Retell a story you have heard before Follow the 10 steps of teaching independence for “Read to Self”.Introduce, set purpose, create I chart, model, practice, self-assess *Add more time each day until you hit desired goal. Continue to revisit I chart each day.

17. Read to Someone Day One – Brainstorm I chart and teach EEKK (elbow, elbow, knee knee) Day Two – Model and practice how partners read. * Teach I Read, You Read – taking turns * Teach Checking for Understanding – asking questions about the story, “I just heard you read…” Day Three – Brainstorm and practice How to Choose Books– talk and make a deal or rock, paper, scissors Day Four – Brainstorm and practice where to sit in the room. Day Five – Model and practice “How to Choose a Partner”. Day Six - Model and practice “Coaching or Time”. Once a focus lesson is taught, students read to someone and build stamina. Each day add a few more minutes until they are up to 20 min. for primary and 30 – 40 min. for intermediate students.

18. Listen to Reading Day One – *Brainstorm and practice I chart, * Model and practice material setup and how to use it * Model and practice listening and following along with words and/or pictures Day Two - * Review I chart * Model and practice putting materials away neatly Day Three - * Review I chart * Model and practice listening to a short story, finishing it, and starting a new story Day Four - * Review I chart * Discuss the number of recorders/computers available Listen to reading – reviewing the I chart video http://www.thedailycafe.com/members/179.cfm?sd=68 (6:00)

19. Work on Writing Create I chart of what it will look like, sound like, and feel like. It should include desired student and teacher behaviors and resemble the I chart from Read to Self. Day One - Model what to do when writing words you can't spell. Day Two – Practice where to sit & what materials to use Day Three – What to write about… Make a list of topics (vacation, dog, sisters, etc.) Make a list of forms (letters, lists, narrative) Post lists for students’ reference Day Four – Continue to teach the forms and traits of writing according to your district curriculum. * Once a focus lesson is taught, students work on writing – building stamina. * Add a few minutes each day until primary students are up to 20 min and intermediate students can sustain for 30 – 40 minutes.

20. Working with Words Day One - * Introduce optional materials and their locations to students. * Brainstorm I chart of how to set up materials and how to work with them independently * Model finding the materials, materials placement in the room, and setup of materials * Brainstorm chart of how to clean up * Model materials placement in the room, setup, and cleanup of the materials Day Two - * Model and practice materials setup, materials placement, and cleanup of materials * Brainstorm I chart – “How to Use Materials” * Model and practice student behaviors of how to use materials * Continue building stamina of working with materials, adding 1 – 2 minutes each day Other focus lessons for Word Work might include the following: • Add words to word study notebook that relate to the strategy taught that day • List words that belong to a pattern and add to word study notebook • Word sorts • Adding words to their collection • Practicing basic words most often misspelled Each day add a few more minutes until students are independently working with these materials for the desired amount of time.

21. If you encounter challenges… ask yourself these questions: • Did I allow enough time for training muscle memory? • Have I reviewed the I-charts? • Am I staying out of the way and allowing the children to work independently? • Am I allowing choice? • Are some children allowed to share each day? • Have I had behaviors modeled correctly and incorrectly? • Who can I collaborate with for support?

22. The foundations for The Daily Five: • Trusting students • Providing choice • Nurturing community • Creating a sense of urgency • Building stamina • Staying out of students’ way once routines • are established

23. Daily 5 Alive! https://www.gaggle.net/gaggleVideoProxy.do?op=view&v=c07c6d1e08d2b79dfa37a8bb595a8ba3 Closing Video Response https://www.gaggle.net/gaggleVideoProxy.do?op=view&v=87befaabb36907d178c9189bf859a915 Class Tour – Sticky Notes https://www.gaggle.net/gaggleVideoProxy.do?op=view&v=374f7b6e174fd02012489d4c636a909e I Pick Rap https://www.gaggle.net/gaggleVideoProxy.do?op=view&v=060c8e8566786078b7552bb3d3c02a90 Sisters Model