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Daily 5

What's the Game Plan?

Allison Neeley

on 8 January 2016

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Transcript of Daily 5

The Daily 5
What's the Game Plan?
What is the Daily 5?
The Daily 5 is not just
literacy centers nor are they only a framework for your literacy block.
What is the Daily 5?
It is a
management system
It is a way to engage students in meaningful reading practice and foster independence.
We would teach students behaviors
once or twice and expect students
to know them.
We teach and practice skills
until behaviors become habits
and “default” behaviors.
Students (or classes) who exhibit
undesirable behavior are doled a
Individual or class may model correct behavior or practice the behavior briefly, at recess if necessary. The behavior becomes an articulated goal.
We monitored and rated
students’ behavior.
Students self-monitor their behavior.
The Evolution of Management
Whole class is rewarded with points, marbles, etc. for desired behavior.
Whole class practices, defines, and knows how to perform the desired behavior.
External Locus of Control
Students were rewarded with candy and treats for behaviors children were expected to exhibit.
Internal Locus of Control
Students have a sense of urgency with their time, learning, and behavior at school and hold each other responsible by encouraging and supporting each other.
Studies Show...
That children should spend a minimum of one and a half hours a day reading in school. Instructional time is in addition to these 90 minutes.
The best way to become a better reader is to practice each day, with books you choose, on your just right reading level. It soon becomes habit.
Reading to someone allows for more time to practice strategies, helping you work on fluency and expression, check for understanding, hear your own voice, and share in the learning community.
When we hear examples of good literature and fluent reading we learn more words, thus expanding our vocabulary and becoming better readers.
What's Different About the Daily 5?
Daily 5 relies on teaching
It manages an entire literacy block.
It allows for
three to five focus lessons

and more intentional teaching.
It provides students substantial time just to read and write.
It incorporates a variety of clearly defined
accelerate learning.
It builds
to ensure longer periods of time students successfully read and write.
It articulates
student behaviors
culminate in highly engaged learners.
It teaches students to understand and
literacy goals.
The Five Components
Read to Self

Students are reading from
their individual book boxes.
Students are spread all
over the room: in chairs, on
the floor, or in other self-selected spots.
Students are reading best-fit books.

Students are reading to
a partner from their
individual book boxes.
Students are sitting EEKK.
Student are doing “I Read You Read,” or Choral Reading.
Students are checking for
understanding and helping each other use fix-
up strategies.
Read to Someone
Work on Writing

Students are writing
independently in their journals
or working on other pieces of
writing like letters, stories,
poems, lists, etc.

Students are listening to
quality literature on a cd player,
computer, nook, or ipod.

Students are choosing their
books and switching out CD’s
on their own.
Listen to Reading

Students are practicing
word wall words or vocabulary
words in multiple ways.
Students are working together
or independently on word study activities like word sorts, frayer models, games, word hunts, etc.
Word Work
Coaching or Time?
3 Ways to Read to Someone
1. I Read, You Read
One Book
One person reads one page and the other person reads another. (Or by paragraph)
2. Check for Understanding
One Book
I read a page and you retell. You read a page and I retell. If we can't retell we reread!
3. Read Two Different Books
Two books
We take turns reading from our own books and checking our partners for understanding.
4. Choral Reading
One book
We read one book at the same time!
Check for Understanding!
5 for $1.99 at IKEA!
The Daily Five
In Action!
Sense of Urgency
Stay Out of the Way
Core Foundations of the Daily 5
Trust is the underpinning of what makes the Daily 5 work.
When trust is combined with explicit instruction, our students acquire the skills necessary to become independent learners.
The Daily 5 works because we trust our students, but it is NOT a blind trust. We gradually build behaviors that can be sustained over time so students can easily be trusted to manage on their own.
Think.. What am I doing that I can trust my kids to do? In what ways can I trust students where I haven’t before?
Choice is highly motivational and puts children in charge of their learning.
Purpose + Choice = Motivation
Ideally…students should have choice in the order in which they’ll participate in the Daily 5 activities.
Think…Where can I infuse choice into my Daily 5 centers even if my students are not choosing their stations?
A sense of community provides members with ownership to hold others accountable for behaviors of effort, learning, order, and kindness.
During Daily 5 the class becomes a community that shares in each others’ successes and holds each other accountable for his or her learning behavior.
To create a sense of urgency in our students we have to explicitly explain WHY.
Creating urgency in learning establishes a culture where every moment of learning and practicing counts for teachers AND students.
Children must know the following: researchers say reading each day is the BEST way to become a better reader and that the best readers practice each day with books they choose. When done enough, reading becomes an enjoyable habit.
Sense of Urgency
We always put our purpose on our
1. Read
How to become a better reader…
2. Read
3. Read
4. Read
5. Read
6. Read
If we start students with a task that children have no stamina for or lack the ability to do. They are not only doomed to frustration and failure, but why would they ever return to that activity on their own?
We need to lay the foundation for their success, support them, cheer them on, and help them succeed.
This has to be a GRADUAL and SYSTEMATIC process at the beginning of the year.
Once the children understand what is expected of them, have practice strategies, and have built their stamina, we need to stay out of the way.
The point of Daily 5 is to allow small group instruction. We need students to make decisions on their own and to monitor themselves regarding their progress.
Let’s learn more about staying out of the way and the Barometer Child.!
Stay Out of the Way!
Establish a Gathering Place
Set Up Your Book Boxes
Anchor Charts
Short Intervals of Repeated Practice
Signals and Check-In
Self-Reflection Check-In
Correct Model and Incorrect Model

So Where Do We Start?
Step one is to create a space in the room where the class should gather on the floor.
There should also be an easel, chart paper, and a focus wall to use during whole group lessons.
Doing lessons this way limits distractions and giving us proximity to our students.
It allows “Turn and Talk” or “Think, Pair, Share.”
We return to our gathering place after each Daily 5 Station.
Establish a Gathering Place
At the Illinois State Reading Council Conference in March 2005, Richard Allington stated that the most current research indicates that an independent-level or good-fit book for children is one they can read with 99 % accuracy not 95% like the 1946 research stated.
Higher levels of oral reading error rates have been linked to increased off-task behavior.
We must explicitly teach students to pick books that are best-fit for them.
Good Fit Books
I choose a book
Purpose- Why do I want to read it?
Interest- Does it interest me?
Comprehend- Am I understanding the text?
Know- Do I know most of the words?
Picking a Book is Like Picking out Shoes!
Daily 5 pg. 30
Where do I get books for my students to read?
How do I allow choice while still limiting books to their level?
Setting Up Book Boxes
What do we include?
What the students are doing.
What the teacher is doing.
Why Anchor Charts?
They make thinking permanent and visible
in the classroom.
They also allow the class members to trace their work together, build on earlier learning, or simply remember a concept.
Anchor Charts
Let's watch the making of a Daily 5
I Chart!
What's in the book box? Video Clip
Daily 5
Round 1
20 minutes
Mini Lesson 3: Word Study Lesson
10-15 minutes
Mini Lesson 1: Comprehension Lesson
15-20 minutes
Mini Lesson 2: Reading Strategy Lesson
10-15 minutes
Daily 5
Round 2
20 minutes
Daily 5
Round 3
20 minutes
Gather/ Regroup
Quick Word Wall Practice, etc. 5-10 minutes
Daily 5
Round 4
20 minutes
A Sample Literacy Block
Three minutes is our starting time for practicing any behavior but the important thing is that we stop as soon as anyone has lost focus.
When a student has broken stamina you stop, regroup, and talk about it. We don’t use a punishing tone, especially in the younger grades because they was all they could do at that time.
When everyone is successful with three minutes we add one minute each practice.
Do not set a timer! Use a stopwatch so you can let them do what they can do! If they can do 10 minutes let them do 10!
It’s all about the brain!
Short Intervals of Repeated Practice
Ten Steps to Improve Muscle Memory
1. Identify what is to be taught.
2. Set a Purpose and sense of urgency.
3. Brainstorm desired behaviors using an I-chart.
4. Model most-desirable behaviors.
5. Incorrect model-least desired behaviors, then model most- desired behaviors again.
6. Everyone practice and build stamina (3 minutes)
7. Teacher stays out of the way.
8. Quiet signal- come back to group.
9. Group check-in- How did you do?
10. Repeat 1-9
Your attention signal should be calm like chimes, a soft bell, or rain stick.
At the beginning of the year we should teach and practice responding the the attention signal quickly and quietly. We use the same steps to improve muscle memory to teach this behavior, too.
Upon hearing the bell students should come to the gathering place in the class so check-in can begin.
Attention Signal
Check-in is away for students to self-monitor their progress and how successful they were at working toward their goal.
Students use a thumbs up or thumbs to the side to rate their success. No thumbs down!
Thumbs up: I was perfect!
Thumbs to the side: I could have been better.
When a student gives a thumbs to the side we turn it into a teachable moment! What could we, as a class, do to ensure everyone gives a thumbs up!
This addresses the visual component of our memory.
A student demonstrates the correct way to do a specific behavior and we point out all the things they are doing right.
Then we have a student do the incorrect model. How about that students who loves negative attention?
Finally, we have a student model the correct way again, refocusing our students on what is expected.
Correct and Incorrect Model
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