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The Daily 5

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Bridget Brown

on 17 July 2013

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Transcript of The Daily 5

The Daily 5
Concepts and Routines
Model IPICK with a picture book (good-fit) and a finance magazine modeling the lack of comprehension. Help children find books using IPICK.
Comprehension and knowing stage take more time. Teaching comprehension and knowing the words may be targeted through one-on-one conferences or small groups
Provide a variety of books- Vital for independence
Less time looking for books
Less children would become off task
Setting up book boxes
Children will have 3-8 books in their box on first day of school then move to books of their choosing after good-fit lesson
Writing and Word Work
Teachers create the urgency ("why")
Students choose writing topics:
Persuasive writing, convincing friends to read a favorite book;
Friendly letters to a classmate or pen pal;
Recount of a lost tooth or the loss of a beloved pet;
Reports on topics of current interest;
Narrative about a sport game)
when students choose, they care more about their writing and who reads it
We learn to become better readers through writing
Increased writing fluency - practice makes perfect
Read to Self
Launching Read to Self
Foundations of Daily 5
Sense of Urgency
Stay out of the way
Read the pictures
Read the words
Retell a previously read book
Positive Relationships = improved learning process
Trusting children is the underpinning of Daily 5
Not blind trust, but trust through lessons and guided practice creates sustained targeted behaviors

Read to Self I-chart
Read the whole time
Stay in one spot
Read quietly
Work on stamina
Get started right away
Work with groups of students
Listen to children read
Help students with reading

Read to Someone / Listen to Reading
Purpose +Choice = Motivation
Students plan their own days according to:
What are my goals in reading and writing?
What will I do first?
Whom will I work with?
What will I accomplish?
What was I working on yesterday that I want to work on today?
Increases kids'
volume of reading
level of attention to what's read
motivation to read
reading rate
word-attack skills
love of reading
I choose the book
Purpose-Why do I want to read it
Interest-Does it interest me?
Comprehend-Am I understanding what I am reading
now-I know most of the words
The students create the community
Being a good partner
Community provides each student with ownership to hold other accountable for behaviors of effort, learning, order, and kindness.
Elbow, elbow, knee, knee: lined up
Share the book
Voices quiet
Only partner hears
Check for understanding
Summarize who/what on each page before proceeding
What are the students doing?
What is the teacher doing?
Kids model each step as it's introduced
Provides students with the answer to the question: "What's in it for me?"
Gives students a sense of responsibility for their own learning.
Understanding the reason for completing the task = motivation to complete the task.
A book a child can read with 99% accuracy or greater
Higher levels of oral reading error rate were linked to significant increases in off-task behavior.
Start with three minutes
This builds stamina
Allow children to sit (almost) anywhere
As soon as a child is unable to focus or is wandering the room- STOP!
It is important that children practice correctly
Hey teacher, stay out of the way and don't make eye contact with children. This is not time to manage the classroom!
Practice makes perfect, and perfect isn't reached without support & practice
Shoe example
Teachers create independence by knowing when to intervene and when to step back and allow development and progression
Checking Back In
Where to Work?
Signal the class back to the gathering place
Go through the chart. Ask the children if they were successful at each aspect.
If they think yes, put thumb up
If they think they can improve, put thumb sideways
Old school: strategy!
"safe spots"
"bad kids"
New school: student picks
May make poor choices at first,
but student will soon turn it around (community)
Practice again

Day 2
I Read, You Read
Practice for another three minutes and check in
Review the I-Chart
Review the lesson
Fluency goals
Smoothest reader 1st
2nd reader tries to read like 1st
Review three ways to read a book
Review I-Chart
Model the appropriate behaviors
Continue building stamina with 4 minutes of practice
Day 2:
Read 2 Different Books
Student 1
Read 1 page
Student 2 checks for understanding
Student 1 holds page with a finger
Student 2
Read 1 page
Student 1 checks for understanding
Student 2 holds page with a finger
Student 1 reads again
Ways to Read to Someone
Check for understanding
I Read, You Read
Read 2 Different Books
Focus Lessons

Fostering Independence

Day 1
Model what to do when writing words they cannot spell (underline and move on)
Brainstorm I-Chart (behaviors for writing independently)
Student should: write the whole time, stay in 1 spot, work quietly, choice of what to write, get started quickly.
Teacher should work with students until independence is demonstrated.
Day 2
Brainstorm and practice where to sit
Brainstorm and practice what materials to use during writing (notebook, pencil, drawing or sketching)
Day 3
What to write about (vacation, dog, sister...)
Make a list of forms (letters, lists, narratives...)
Post lists for students'' reference
*Once a focus lesson is taught, students will work on their writing stamina!
A few months in, children should be independent
Allow children to choose which Daily Five activity they want to do
Remember to let students be independent
How to choose books
10 Steps to Improve Muscle Memory
Let's Make a Deal
Identify what is to be taught
Set a purpose and a sense of urgency
Brainstorm behaviors desired using an I-chart
Model most-desirable behaviors
Incorrect model-least -desirable behaviors, Then model most-desirable behaviors.
Everyone practice and build stamina(3 minutes).
Teacher stays out of the way
Quiet signal-Come back to group
Group check-in-"How did you do?"
Repeat 1-9
What are the Daily Five?
Read to self
Read to someone
Work on writing
Listen to reading
Spelling/Word Work
Establish a gathering place
Developing the concept of
"good-fit" books
through a series of lessons
Creating anchor charts with students for referencing behaviors (I Charts)
Short, repeated intervals of independent practice
Calm signals and check-in procedures
Using the correct model/incorrect model approach for demonstrating appropriate behaviors

Day 1
Introduce optional materials and their locations to students
Brainstorm I-charts of how to set up materials and how to work with them independently
Model finding materials and setup of the materials.
Brainstorm chart of clean up procedures and model clean up
Day 2
Model and practice material setup, materials placements, and clean up 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 one to two minutes each day
Sample I-Chart
Student should work the whole time, stay in one spot except to get/return materials, set up in a quiet location, try their best, work on stamina, work quietly, get started quickly
Kids each choose a book; read one after another
Establish a routine
Keep data using anecdotal records, running records, developmental reading assessment, and individual reading inventories
Build stamina slowly. We don't want children to practice incorrectly
Room arrangement:
gathering place
classroom library
small private work spaces
work spaces that can accommodate to small groups
open spaces for larger groups
Choose Your Spot
Decide how they'll Read to Someone
Pick a spot where they can be successful
Choose books
Teach children to "ignore the teacher" and allow them to practice
If children are not independent several months in, allow more time to build muscle memory
Also practice the correct and incorrect model
Choose Your Partner
Word Work
Decide how to Read to Someone
Find a place where they can be successful
Pick books
Coaching or Time
Play time is more fun
Partner coaches when other student gets stuck
The Daily 5 are...
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