The Daily Five By: Gena Lamar and Amy Sanderson

1. The Daily Five By: Gena Lamar and Amy Sanderson

2. Would you like to successfully… • Differentiate instruction in your classroom? • Teach children in small groups? • Confer individually with students? • Do all of this while the rest of your class is fully engaged in independent reading and writing activities?

3. What is The Daily Five? • The Daily Five is a literacy structure that allows for differentiation in the classroom and provides consistency. • It is an integrated literacy instruction and classroom management system for use in reading and writing workshops. • It is a system of five literacy tasks that teaches students independence.

4. 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!

5. The Daily Five is…. • Tasks • 5 tasks • System • Teaching all students independence • Structure • Providing consistency

6. The Daily Five does NOT hold content, it is a structure. Content comes from your curriculum. • Work on writing = structured time to write • Read to self = structured time to read

7. Brain research from Michael Grinder shows that a child’s age is equal to how many minutes of direct instruction they can stick within the upper cortex of their brain. After that time, thinking shifts to the lower cortex (which controls eating, sleeping, breathing). This is why direct instruction lessons are BRIEF!!

8. When we follow routines, day after day, our students can use their energy to grow as readers and learners rather than to figure out what we expect them to do. And we in turn, can focus our energy on teaching, not managing, our independent learners. - Kathy Collins

9. 5 Tasks of The Daily Five • Read to Self • Read to Someone • Work on Writing • Listen to Reading • Word Work

10. Read to Self • Introduce 3 ways to read a book: • Read the words • Read the pictures • Retell a story you have heard before Follow the 10 steps of teaching independence for “Read to Self”. Introduce, set purpose, create I chart, model, practice, self-assess *Add more time each day until you hit desired goal. Continue to revisit I chart each day.

11. Work on Writing Create I chart of what it will look like, sound like, and feel like. It should include desired student and teacher behaviors and resemble the I chart from Read to Self. Day One - Model what to do when writing words you can't spell. Day Two – Practice where to sit & what materials to use Day Three – What to write about… Make a list of topics (vacation, dog, sisters, etc.) Make a list of forms (letters, lists, narrative) Post lists for students’ reference Day Four – Continue to teach the forms and traits of writing according to your district curriculum. * Once a focus lesson is taught, students work on writing – building stamina. * Add a few minutes each day until primary students are up to 20 min and intermediate students can sustain for 30 – 40 minutes.

12. Read to Someone Day One – Brainstorm I chart and teach EEKK (elbow, elbow, knee knee) Day Two – Model and practice how partners read. * Teach I Read, You Read – taking turns * Teach Checking for Understanding – asking questions about the story, “I just heard you read…” Day Three – Brainstorm and practice How to Choose Books– talk and make a deal or rock, paper, scissors Day Four – Brainstorm and practice where to sit in the room. Day Five – Model and practice “How to Choose a Partner”. Day Six - Model and practice “Coaching or Time”. Once a focus lesson is taught, students read to someone and build stamina. Each day add a few more minutes until they are up to 20 min. for primary and 30 – 40 min. for intermediate students.

13. Listen to Reading Day One – *Brainstorm and practice I chart, * Model and practice material setup and how to use it * Model and practice listening and following along with words and/or pictures Day Two - * Review I chart * Model and practice putting materials away neatly Day Three - * Review I chart * Model and practice listening to a short story, finishing it, and starting a new story Day Four - * Review I chart * Discus the number of recorders/computers available Listen to reading – reviewing the I chart video http://www.thedailycafe.com/members/179.cfm?sd=68 (6:00)

14. Working with Words Day One - * Introduce optional materials and their locations to students. * Brainstorm I chart of how to set up materials and how to work with them independently * Model finding the materials, materials placement in the room, and setup of materials * Brainstorm chart of how to clean up * Model materials placement in the room, setup, and cleanup of the materials Day Two - * Model and practice materials setup, materials placement, and cleanup 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 1 – 2 minutes each day Other focus lessons for Word Work might include the following: • Add words to word study notebook that relate to the strategy taught that day • List words that belong to a pattern and add to word study notebook • Word sorts • Adding words to their collection • Practicing basic words most often misspelled Each day add a few more minutes until students are independently working with these materials for the desired amount of time.

15. Working with Words Ideas for Word Work: • Shell spell using spelling words or words from word wall • Playdoh (pinch and poke / roll) • Write the room • Pipe cleaners • Rainbow write • Wikki sticks • Dry erase boards • Beans • Bingo dabbers • Alphabet stamps • Magnetic letters • Clay (press in lid of coffee can and write with a golf tee) • Magnadoodle • Jr. Boggle game • Scrabble tiles • Chalk boxes (spray cardboard box with chalk paint) • Etch a sketch

16. Book Study on Daily 5 • Every teacher in K-5 has paperback Daily 5 to use in book study. • Please bring book to PLT(Professional Learning Team) Time—Teacher gets PD hours. • Please be prepared for book study-chapters will be assigned each month. • Begin reading the introduction of the Daily 5. Have read by Sept. PLT. Be ready to discuss • You may begin Daily 5 if comfortable. • Any questions: email/ask Amy or myself. • Possible Daily 5 site visits-DAR ELEM.