Listen to Reading

2. Listen to • Reading

4. Daily Five consists of five components that students (ideally) practice daily:

5. What is The Daily Five? • • The Daily Five is a literacy structure that allows for differentiation in the classroom and provides consistency. • • It is an integrated literacy instruction and classroom management system for use in reading and writing workshops. • • It is a system of five literacy tasks that teaches students independence.

6. The Daily 5 will become a big part of your day. • It will allow the students to do meaningful work independently.

7. The Daily 5 will help establish… • …A sense of trust • …A freedom for choice • …A sense of community • …A sense of urgency • …Stamina • …Routines for Independence

8. The Daily Five…. Relies on the teaching of independence Manages the entire literacy block Allows for three to five focused lessons and more intentional teaching. Provides students with substantial time to read and write. Allows for 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.

9. Why use the Daily 5? The Daily Five is a student driven management structure designed to fully engage students in reading and writing.

10. Daily Five Reading is just one more way to organize your balanced literacy instruction. It is very similar to what some people call “Reading Workshop” or “Reader’s Workshop”. The Daily Five is a structure that helps students develop the daily habits of reading, writing, and working independently for a lifetime of literacy independence. Daily Five is more than a management system or a curriculum framework - it is a structure that helps students develop the daily habits of reading, writing, and working independently that will lead to a lifetime of literacy independence.

11. The Daily Fiveis a concept based on the idea that our students need to learn independence in their own literacy development. During the literacy block in the classroom, students need to work independently on skills while other students are involved in direct instruction with the classroom teacher or other staff member. • If Daily Five Reading is the structure for students, Literacy CAFE is the structure of teaching reading strategies and assessing students. CAFE stands for: • Comprehension, • Accuracy, • Fluency, • Expanding Vocabulary.

12. The Daily Five are: • Read to Self: in order to become better readers, students must have opportunities to read. Strategies are taught to students that help them choose "just right" books to enjoy reading by themselves. • Read to Someone: reading with someone helps readers and encourages self-sufficiency. Students learn about positioning their bodies for reading together and about discussing the contents of the reading by checking each other for understanding during the reading. • Listen to Reading: listen to good models of reading helps students to improve their own reading and it provides the audio support for reading that some children may be lacking. • Work on Writing: students need time to write about things that really matter to them. This could be something that a student began to write during a writing workshop time. This gives students an independent time to develop their ideas. • Word Work: practicing spelling helps students become better spellers and writers and, also, better readers. This time can be spent in working with spelling patterns, high frequency words or working with interesting words and vocabulary.

13. The Daily Five is a structure that is used during the literacy block time. It allows students to gain independence and daily practice in the areas of reading, writing and word study. The Daily Five structure may look different within each classroom. During this time, teachers are meeting with small groups, individual students and/or assessing students. Read to Self:This is an independent reading time in which students read their self-selected good fit books. The purpose is to build reading stamina. Work on Writing:Students work individually on writing of their choice. The purpose is to provide daily writing practice. Word Work: During this the students use materials to work on word study (phonics, spelling and vocabulary development). The purpose is to increase student’s word knowledge. Listen to Reading: Students use various media to listen to texts at this time. The purpose is to expose students to fluent reading and new vocabulary. Read to Someone: Students read to a partner and discuss the meaning of the text. The purpose is to share thinking and learning with another person.

14. Let’s do the Daily 5! Students choose a center. Each center is labeled with the anchor chart that has been completed with the class. Students work for a small period of time with the materials at the center. They will listen for the signal and come back to the whole group.

17. Anchor Charts and Modeling Anchor charts are large charts created based on what children have to say. They make thinking more permanent and create a visual that can be referred to. Each part of the Daily 5 needs to be modeled with an anchor chart.

20. Being able to read to yourself is the foundation of The Daily 5. The “launching” of read to self is based on the gradual release of responsibility- eventually, you will be able to do this independently the right way! Steps to Take 1. Let’s find our gathering place. 2. Discuss the three ways to read a book: Read the words Read and talk to yourself about the pictures Retell a previously read book 3. Model read to self, practice read to self, talk about read to self… 4. Fill-out the “I” chart on read to self. 5. Build your stamina. Model, practice, talk, and repeat… Read to Self

21. Read to Self…Students should: Read the whole time. Stay in one place. Read quietly. Work on stamina. Get started right away.

23. Being able to read to someone will help you become less reliant on the teacher for assistance. Reading to someone will allow you to share your thinking and learning with a friend. Like all of the components of The Daily 5, the “launching” of read to someone is based on the gradual release of responsibility- eventually, you will be able to do this independently the right way! Steps to Take 1. If you’re not there already, let’s find our gathering place. 2. Think-Pair-Share: “Why do you suppose that reading to someone everyday is so important? 3. Model and practice EEKK (elbows to elbows, knees to knees). 4. Brainstorm “I” chart on read to someone. 5. Build your stamina. Model, practice, talk, and repeat… Read to Someone

24. Read to Someone…Reading with someone helps students read independently and grow as readers. It also increases: Volume of reading The level of attention to reading Reading motivation Fluency Reading rate Word attack skills The love of reading

25. Read to someone procedures: EEKK-Elbow to Elbow-Knee to Knee I Read, You Read-One student reads a page as the other listens. The student listening can summarize what they just heard. Choral Read-Partners read the same section of the book at the same time. (helps struggling readers) Reading One Book-One book is shared between partners with both students holding a corner of the book.

27. Listening to reading is another way to develop fluency and vocabulary. Listening to reading will allow you to relax and listen to a good story and learn new strategies. Like all of the components of The Daily 5, listening to reading is based on the gradual release of responsibility- eventually, you will be able to do this independently the right way! Steps to Take 1. If you’re not there already, let’s find our gathering place. 2. Think-Pair-Share: “There are several ways to listen to reading. What are some ways to listen to reading?” 3. Brainstorm “I” chart on listen to reading. 4. Build your stamina. Model, practice, talk, and repeat… Listen to Reading

28. Listen to Reading…Listening to books develops language fluency. Students should: Get out materials Listen to the whole story Follow along with pictures and/or words Stay in one spot Listen quietly Get started quickly Put materials away neatly

30. Having time during a reading block to focus on words is critical to your development as a reader, writer, and communicator. With word work, you will work on: Experimenting with spelling patterns Memorizing high-frequency words Generalizing spelling patterns Adding to your knowledge and curiosity pf unique and interesting words Like all of the components of The Daily 5, word work is based on the gradual release of responsibility- eventually, you will be able to do this independently the right way! Steps to Take 1. If you’re not there already, let’s find our gathering place. 2. Think-Pair-Share: “Do you know any spelling patterns?” 3. Brainstorm “I” chart on word work. 4. Build your stamina. Model, practice, talk, and repeat… Word Work (Words Their Way)

31. Word Work…Focus on spelling and vocabulary words during this time. Working on words is critical to developing readers, writers, and communicator. Students will: Experiment with words for learning and practice spelling patterns Memorize high frequency words Generalize spelling patterns Add to the knowledge and curiosity of unique and interesting words.

33. Work on writing will allow you time to spend on writing that really matters to you: Persuasive writing Letters to a friend Reports on topics of interest Poetry Other Like all of the components of The Daily 5, writing is based on the gradual release of responsibility- eventually, you will be able to do this independently the right way! Steps to Take 1. If you’re not there already, let’s find our gathering place. 2. Think-Pair-Share: “Why do you think it is important to write everyday?” 3. Brainstorm “I” chart on work on writing. 4. Build your stamina. Model, practice, talk, and repeat… Work on Writing

34. Work on Writing provides students with time to spend on writing things that interest them. Typically this writing extends the writing program already used. Persuasive writing Friendly letters to classmates Recount narratives Poetry

35. Work on Writing…Students should: Write the whole time Stay in one spot Work quietly Choice of what to write Get started quickly Underline words they are not sure how to spell and move on.

37. The students are taught from day one about choosing and selecting books that are just right for their reading level. They are called "Good Fit Books". 1. I pick a book 2. Purpose (What's my purpose for choosing this book? ) 3. I nterest (Does this book interest me?) 4. Comprehend (Can I comprehend what I'm reading?) 5. K now (Do I know most of the words?)

46. Key Materials, Concepts, and Routines for Launching the Daily 5 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.

47. Other Daily 5 Essentials Establishing a Gathering Place Finding “Good-Fit” Books Book Boxes Anchor Charts Signals & Check-in Repeated Practice

48. Getting You Room Set Up: You need to have a few things organized before you begin Daily 5. 1. A designated meeting area for where you will meet with groups2. A designated area where you will meet with the whole class3. A classroom library for students 4. A place for each student to store their good fit books5 A place for listening centers and listening center books - We have 3 listening centers.6. A place for writing materials7. A bulletin board or space designated for Daily 5 anchor charts

50. Daily 5 Schedule Whole Group 10 minutes Spelling/Vocabulary Mini-lesson: This first lesson will focus on our spelling pattern for the week or the vocabulary words. Our vocab words come from the story we are reading from the basal that week. Small Group 20 minutes Individual conferences/Strategy groups: At this time I will be meeting with students one-on-one and or small group of students for strategy instruction and practice. These groups are flexible and based on reading level. I will pull students will the same goal on the CAFE board. Whole Group 10 minutes Reading Strategy Mini-Lesson: This lesson will focus on the comprehension strategy we are working on for the month. Students will have an explicit lesson followed by practice utilizing the strategy as a group. Small Group 20 minutes Individual conferences/Strategy groups Whole Group 10 minutes Reading Skill Mini-Lesson: This lesson will focus on a reading skill. Students will have an explicit lesson on the skill every day and practice the skill. Most often, I will read a book that exemplifies this skill then model. Small Group 20 minutes Individual conferences/Strategy groups Whole Group 10 minutes Writing Mini-Lesson: This lesson will launch our writing time each day. Read more about our Writing Instruction here. Students will be released for Independent Writing Time from this lesson.