Do you want to make your students better readers?

1. Do you want to make your students better readers?

2. Teaching With Purpose How is what I am having children do today creating powerful readers, writers, and thinkers for tomorrow?

3. The goal is to help the students to become independent learners through meaningful activities.

4. The Daily 5 in Kindergarten

5. Students participate in their own education…. We wanted to change the atmosphere in our classrooms and our own roles, from trying to “manage” students, rushing around the room putting out fires, to creating routines and procedures that fostered independent literacy behaviors that were ingrained to the point of being habits. Our goal was for all students to have internalized these expectations and shared experiences in a way that allowed for every child to become engrossed in their reading and writing. (pg. 9) Taken from Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in the elementary grades. Stenhouse Publishers: Portland, Maine.

6. The Daily 5 is Researched Based… • Since 1946, research shows that kids need to….* read to be better readers * write to be better writers • Reggie Routman and Richard Allington show that we are use to teaching 80% of the time and practice 20% of the time…. • Now we know it needs to be us teaching 20% of the time and students practicing 80% of the time. It is the same as sports, you have to physically practice to get better! Taken from Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in the elementary grades. Stenhouse Publishers: Portland, Maine

7. The Daily 5 is…. • Student driven • High student management • Meaningful reading and writing • Authentic reading and writing • Majority of time spent reading

8. The Daily 5 Tasks

9. 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 a habit. Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in the elementary grades. Stenhouse Publishers: Portland, Maine.

10. Read to Self • Lesson begins on page 47 • This starts the first day • Three Ways to Read a Book • I PICK Good-Fit Books • I-Chart • Practice • Check-in • Practice Again • Review

11. Just like reading, the best way to become a better writer is to practice writing each day. Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in the elementary grades. Stenhouse Publishers: Portland, Maine.

12. Work on Writing Just like Read to Self you will want to model and create an I-chart. Focus lessons can be found on page 80.

13. 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. Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in the elementary grades. Stenhouse Publishers: Portland, Maine.

14. Read to Someone • Focus Lessons begin on page 59 • EEKK • Read to Someone Definitions • EEKK • I Read, You Read • Reading One Book • Reading Different Books • Check for Understanding

15. Read to Someone Just like with Read to Self and Work on Writing you will want to model and create an I-chart.

16. Correct spelling allows for more fluent writing, thus speeding up the ability to write and get thinking down on paper. This is an essential foundation for writers. Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in the elementary grades. Stenhouse Publishers: Portland, Maine.

17. Word Work Just like the other tasks you will want to model and create and I-chart. Focus lessons being on page 85.

18. Ideas for Word Work Turn and talk with your team to discuss some ideas for independent word work at your grade level.

19. We hear examples of good literature and fluent reading. We learn more words, thus expanding our vocabulary and become better readers. Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in the elementary grades. Stenhouse Publishers: Portland, Maine.

20. Listen to Reading • Focus Lessons are in the book beginning on page 75 • These lessons are simple and direct • Again, you will make an I-chart

21. These foundations are important to • The Daily Five: • Trusting students • Providing choice • Nurturing community • Creating a sense of urgency • Building stamina • Staying out of students’ way once routines • are established

22. 10 Steps to Teaching and Learning Independence • 1. Identify what is to be taught • Today we are going to….. • 2. Setting Purpose – Sense of Urgency • Tell the students why… • 3. Brainstorm behaviors desired using an I chart • What does it look like, sound like, feel like? • Read the whole time. • Stay in one spot. • Read quietly. • Get started right away. • 4. Model most desirable behaviors • Show what it looks like – 3 dimensional • As they do this, go over I chart and then ask: “Will ____ become a better reader if he does this?” (Self assessment is so important.)

23. 10 Steps to Teaching and Learning Independence • 5. Model least desirable behaviors • Michael Grinder calls this “training your muscle memory”. As a child is modeling this, go through chart and ask children, “Will ___ become a better reader if he does this?” • Then, have the child show you he/she can do it correctly. • 6. Place students around the room • Children want to be comfortable • At the beginning we place them and after awhile we show them how to choose. We ask them, “Where do you read best?” • 7. Everyone practice and build stamina (3 minutes) • Don’t set timer, look for body clues.

24. 10 Steps to Teaching and Learning Independence • 8. Stay Out of the Way • Use “the magical power of a teacher’s eye” • Watch for “The Barometer Child” • 9. Quiet Signal – Come back to Group • When stamina is broken, use signal. • 10.Group Check In – “How Did You Do?” • This is time for self reflection and sharing.

25. How do I get started? • Establish a gathering place (page 28) • Develop the concept of “good-fit” books through a series of lessons (Setting Up Book Boxes… page 34) • Create anchor charts with students for referencing behaviors (page 35) • Short, repeated intervals of independent practice (page 36) • Calm signals and check-in procedures (page 38) • Use the correct model/incorrect model approach for demonstrating appropriate behaviors (page 41) Taken from Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in the elementary grades. Stenhouse Publishers: Portland, Maine

26. Things to remember about the Daily Five It develops STAMINA. Giving of support and giving of manageable tasks that gradually increase in time and resistance will help the students succeed more in reading and writing. It embraces THINKING. Our mind is something we always use in all forms of literacy. It is FUN!  Students are empowered to make learning choices that engages them and allows them to direct their own learning.

27. STAMINA

28. The CAFE

29. Does it work?

30. Website Resources • http://www.thedailycafe.com/public/main.cfm