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The Daily Five

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Natasha Allicock

on 15 June 2017

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Transcript of The Daily Five

What is the Daily 5
The Daily 5 is a literacy structure that allows for differentiation in the classroom and provides consistency.

The Daily 5 is designed to teach children to build their stamina and independence in each of the Daily 5 tasks so they can fully engage in meaningful, authentic reading and writing for an extended period of time (Boushey & Moser, 2014).

What is the purpose of the
To implement an effective behavior management system of centers that is conducive to student learning.

To provide differentiation of instruction and content.

To allow collaborative/peer learning to occur.

Brain Research
The sisters, Gail Boushey and Joan Moser, used brain research to support all theories.

Ken Wesson: Age Parallels pg. 28
John Medina: Brain Rules pg. 29
Michael Grinder: Default behaviors p. 36
Supporting Data
We should never
stop growing.

The Daily 5
and Math Daily 3

Where do we begin? How do we implement this in our classrooms?
The Daily 5 and Math Daily 3

For each Daily 5 or 3 there is the same pattern.
We want to record desired behaviors on an I chart.
(I stand for Independence
*Change from previous book
Modeling least desired behaviors
Important question!

“Boys and girls if ___- continues to do these things will he or she become a better reader or writer?” (No)
Essentially, the teacher will
have students model the desired behavior, least desired behavior, and desired behavior again.

This step provides the opportunity for their muscles to begin learning the correct actions for the behaviors, leading to a new normal for their muscle memory.

Building Stamina
Stamina looks different in every classroom.

*In the previous book the sisters indicated to first practice for 3 minutes.
The first practice might last 30seconds in a kindergarten class or 8 minutes in a fourth grade class.
How did it go?
Use a quiet signal
1 Below Standard
2 Approaching Standard
3 Meeting Standard
4 Exceeding Standard

How did you do at reading the whole time?
End the check in time with reviewing the I-chart and modeling desired behaviors.
Foundations Sample Lesson
"When children understand the three ways and the thinking that goes along with each,they will be able to practice effectively, becoming independent at reading for extended periods of time."
(Boushey & Moser, 2014, p70)
Foundation lesson #1
Read to self
Foundations Lessons:
Teach the following focus lessons during the launch of Read to Self.

Three Ways to Read a Book
Choose a Successful Spot
I PICK a Good-Fit Book

Launch: Use 10 steps to Independence to launch Read to Self
Reading street and writing projects can be used as the content for work on writing. The strategies taught for work on writing can be used with the content from the curriculum and projects.

Reading street and writing projects can be used as the content for work on writing.
The strategies taught for work on writing can be used with the content from the curriculum and projects.

Foundation lesson: Teach these lessons before launching work on
Underline words you don’t know how to spell and move on.
Set up a notebook
Intergrade grammar and PBLs.

Work on Writing

How to Choose a Book
This is the first Daily 5
that needs to be introduced.

When to Introduce Choice
When stamina increases to the number of of minutes below then it is time to introduce choice.
Intermediate Students: 12-14 minutes of stamina
Primary Students: 10-12 minutes of stamina
Kindergarten Students: 7-8 minutes of stamina
"We have taught them to be independent; what are we really giving up?"
(Boushey & Moser, 2014, p110)
Daily 5 Check In
Once independence and stamina have been established, the purpose of check-in shifts from having students reflect on their behaviors to answering the question 'What are we ding today?'
"When students verbalize their choices, there is a sense of increased accountability" (Boushey & Moser, 2014, p. 113)
"Before calling name for student choices tell students who the teachers are going to work with in small groups or individually. This eliminates the frustration and disappointment of making choices and being called away from it"
(Boushey & Moser, 2014, p. 113)
The key to the success of Read to someone is ensuring students have internalized the series of foundation lesson that provide them with the skills they need
to listen carefully to their peers, offer assistance, and share materials fairly.
By Gail Boushey and Joan Moser
*Change from the previous book: we used to do word work for a whole round but now we should only do it for about 10 minutes. After the 10 minutes have students clean up and quietly move to work on writing or read to self.
Barometer Children
The children who dictate the "weather" in the classroom.
Barometer students will be the first students to run out of stamina.
Levels of support for barometer children
Level 1 Reflection

Level 2 Extra Support

Level 3 In-Class Modification

Level 4 Gradual Release of In-Class Modification

Level 5 Whole-School Support
Level 1 Reflection
The teacher reflects on their own teaching practice.
Did I teach the 10 steps correctly?

Am I visually keeping my eyes and body away from the barometer child?

Do I continually use a respectful voice leave and tone (no sharp tongue)?

Remember that deposits must be made before withdrawal.

Chart teacher deposits.

Level 2 Extra Support
Student stays in during recess 2-3 minutes practicing most desired behaviors.

Student continues to practice during recess for 3-5 days until behavior starts to change.

If independent behavior is not improving move to level 3.
Level 3 In-Class Modification
If students need more support than level 2 provides we move more into having in-class modification.
These in-class behaviors will help barometer students build stamina at their own rate.
To begin with, work on staying in one spot. Older students are able to manage a stopwatch and track when their stamina breaks down. They graph the number of minutes they were able to sustain.
Level 4: Gradual Release of In-Class Modification
Support the barometer student(s) check in with the other students and back to the barometer student(s).
Trusting children is the undercurrent of what makes the daily 5 work.
"We know that it can be slow and challenging to help that barometer child achieve the degree of
stamina needed to help him or her gain the amount of practiced need to be a better reader and writer"
(Boushey & Moser, 2014, p.150)
Level 5: Whole School-Support
Informing staff about classroom barometer children.
Give students a purposeful intent such as running errands for the class.
Math Daily 3 can be adjusted to any curriculum. The structure is set up identical to the Daily 5 with the same expectations on an I-chart.
Since students are learning to work independently, they are able to practice current math concepts and review past concepts while teachers are able to work closely with children individually and in small groups consistently each day.
Customized Math Daily 4

Boushey, G. & Moser, J. (2014). The daily five. Stenhouse Publishers: Portland, Maine

Wolk, S. (2008). Joy in school. Educational leadership, 66(1), p.8-14.
Foundation lesson #2
Foundation Lesson #3

Foundation lesson #3
Medina, J. (2014). Brain rules. Pear Press: USA.

How long are your lessons?

Questions? Comments? https://www.mentimeter.com/e/c2860fd535801efb6daa01c86f27320c/d71bfcd4724b

Questions? Comments? https://www.mentimeter.com/e/c2860fd535801efb6daa01c86f27320c/d71bfcd4724b

Full transcript