the daily 5
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The Daily 5. By: Gail Boushey and Joan Moser “The Sisters”. Today’s Outcomes. Learning Line Tasks System to Teach Independence Primary Structure Brain Research When to Add the Next Daily Typical Daily 5/CAFÉ’ Literacy Block. - PowerPoint PPT PresentationTRANSCRIPT
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The Daily 5By:
Gail Boushey and Joan Moser “The Sisters”
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Today’s Outcomes
• Learning Line
• Tasks
• System to Teach Independence
• Primary Structure
• Brain Research
• When to Add the Next Daily
• Typical Daily 5/CAFÉ’ Literacy Block
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Goal of Daily 5/CAFÉ
To develop readers who can choose to read
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The typical teacher has children doing a lot of “stuff”. How is what I am having children do creating
readers and writers?
- Regie Routman
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Daily 5 – what ?
• Literacy structure– allows differentiation– provides consistency
• Integrates literacy instruction and classroom management
• Allows for integration of reading & writing instruction
• Five independent literacy tasks completed daily by students – self-monitored
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What’s different about the Daily 5 from what I am already doing?
Teachers . .
• Deliver more whole group mini- lessons
• Skillfully teach strategy groups • Conference individually with
readers• Hold students accountable for
spending time in text• Utilize data to guide literacy
instruction
Students . . .
• Engaged with reading and writing on a daily basis for a maximum amount of time
• Receive explicit instruction in whole & small groups and on an individual basis
• Build and maintain independence in completing literacy activities
• Self-monitor own behaviors
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Remember 40 – 30 - 20 -10?
• Everyday children should spend…– 40% time reading (not visiting; TIME IN TEXT)– 30% time writing– 20% time in word work– 10% time in listening to text
Children should spend a minimum of 90 minutes per day reading in
school. Instruction is in addition to those 90 minutes.
- Richard Allington
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What does Daily 5 look like?
• Brief, daily instruction between rounds
• Five rounds of literacy tasks
– Read to Self
– Work on Writing
– Listen to Reading
– Working with Words
– Read to Someone
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Read to SelfThe best way to become a better reader is to practice each day, with books you choose, at your just-right reading level.
It soon becomes a habit.
• “I” chart
• Looks/sounds like
• Tasks
• Expectations
“It just may be reading achievement is less about ability than it is the opportunity to read.”
Gamtrell, Marimak, Brooker, Mcrea-Andrews, 2011
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Three Ways to Read a Book
• Read and talk about the pictures.
• Read the words.
• Retell or reread.
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Book Boxes• Primary students have 8-10 books in their
book box.
• Intermediate students have less, but could have a variety of text (magazines, books, etc.)
or not a box at all as long as they have a book.
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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.
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Work on Writing The goal is for students to become competent, effective
communicators.
• “ I “ chart• Looks/sounds like • Tasks
– Setting up a Notebook– What to write about– How do you spell?
• Expectations“One way to elevate student writing is to have students stand next to mentor texts
and have them try to emulate them.”
Kelly Gallagher
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Listening to ReadingWhen we hear examples of good reading and fluent
reading, we learn more words, expand our vocabulary, and become better readers.
• “I” chart• Looks/Sounds like• Tasks
– Setting up materials– Putting materials away– Length of story– Websites/resources
• Expectations
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Word WorkA time to practice and manipulate words.
• “I” charts – Material set-up– How to use materials– Material clean-up
• Looks/Sounds like
• Tasks– Spelling patterns– High frequency words– Vocabulary
• Expectations
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Tools for Word WorkPrimary Students
• Whiteboards
• Magnetic letters
• Letter stamps
• Markers
• Clay
• Word Sorts
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Tools for Word WorkIntermediate Students
• Spelling City
• Look-Say-Cover-Write-Check
• Hit or Miss
• Racetrack Game
• Letter tiles
• Resources from Words Their Way
• Word Work contract
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Read to SomeoneReading to someone allows you time to practice strategies, work on fluency and expression, check for understanding,
and hear your own voice.
• “I” chart
• Looks/Sounds like
• Tasks
• Expectations
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Incorporating the Ten Steps
• Day 1– Teach 3 Ways to Read a Book
• Day 2– Teach 10 Steps to Independence
• Do 3-4 times that day and add to I-chart each time• Teach 1 thing on I-chart; do 10 steps; Teach 2nd
thing on I-chart; do 10 steps; Repeat• Intermediate grades: teach 2 things on I-chart each
time
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Brain ResearchDr. Ken Wesson
Average number of years
=
average number of minutes
5 years old = 5 minutes
7 years old = 7 minutes
9 years old = 9 minutes
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Typical Literacy Block Schedules with Daily 5/CAFÉ’
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After implementation, ask yourself. . .
• Did I allow enough time for practice and building stamina?
• Did I model correct/incorrect behaviors?• Am I allowing choice?• Am I staying out of the way and allowing children
to build independence?• Have I reviewed I-charts and Looks/Sounds like
charts?• Who can I go to or collaborate with for support?
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Today’s Outcomes
• Learning Line
• Tasks
• System to Teach Independence
• Primary Structure
• Brain Research
• When to Add the Next Daily
• Typical Daily 5/CAFÉ’ Literacy Block
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“After you’ve done a thing the same way for two years, look over it
carefully. After five years, look at it with suspicion. And after ten years,
throw it away and start all over.”-Alfred Edward Pearlman