Facilitator :Asako Ochi Westside K-8 Osceola County, Florida

1. The Daily Five Facilitator :Asako Ochi Westside K-8 Osceola County, Florida Asako Ochi

2. The Daily Five Asako Ochi By Joan Moser and Gail Boushey

3. Think about this…. • How many minutes can you concentrate in a conference or small group instruction without any interruptions? • Do your students know why they do any of your literacy center work? • How many minutes do your students actually read in a day? • When somebody comes into your classroom during literacy center, and if he asks your students what they are doing and what they learn from it, can they answer it? Asako Ochi

4. 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 in fully engaged in independent reading and writing activities? Asako Ochi

5. What is 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. Asako Ochi

6. What can teachers and students accomplish during Daily Five? For Teachers …. *Deliver 3 – 5 whole group lessons each day *Teach 3 – 4 small groups of children each day *Confer with 9 – 12 individual students each day *Hold all students accountable for eyes-on-text For Students …. *Engaged in the act of reading and writing for extended amounts of time *Receive focused instruction on building and maintaining independence *Receive tailored instruction through whole group, small group, and/or individual conferring, by their skilled classroom teacher, each day Asako Ochi

7. Since 1946, research shows that children need to ……. • Read to be better readers • Write to be better writers • Reggie Routman and Richard Allington Asako Ochi

8. Think about this for a moment….. When we practice piano, do we just sit and listen how our fingers move on the keyboard for 80% of time and practice 20% of time? Don’t we tell kids to practice the piano everyday? If professional baseball players have 100 hours before the game, do coaches ask them to sit down to listen to the lecture about the game for 80 hours and practice on the field for 20 hours? To be a better reader, we need to practice. Asako Ochi

9. How can we give students time to practice reading in our 90 minutes? Teaching 20% Practicing 80% Asako Ochi

10. The Daily five is… 1)Tasks *Five tasks 2) System *Teaching all students independence 3) Structure *Providing consistency Asako Ochi

11. When you visit Daily Five classrooms, you will see… • BRIEF whole group instruction • One round of Daily 5 • BRIEF whole group instruction • 2nd round of Daily 5 • BRIEF whole group instruction • 3rd round of Daily 5 • Reflection Asako Ochi

12. Why does a whole group instruction lesson need to be brief? 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). Asako Ochi

13. Why is it called The Daily Five?There isn’t time for five rounds! Asako Ochi

14. It is called The Daily Five because there are five literacy components for students to choose from when they go off to work. These components are : *Read to Self *Read to Someone *Listen to Read *Work on Writing *Word Work It is NOT called The Daily Five because they have to do all 5 each day. Asako Ochi

15. foundation Trusting students Providing choice Nurturing community Creating a sense of urgency Building Stamina Staying out of students’ way once routines are established Asako Ochi

16. Trusting Students • When trust is combined with clear instruction, our students obtain the skills necessary to become independent learners. • The Daily Five works because we gradually build behaviors that can be sustained over time so students can easily be trusted to manage on their own. Asako Ochi

17. Providing Choice • Although giving students the power to choose makes us a little nervous, it puts them in charge of their own learning, is self-motivating, and will improve their skills. • Purpose + Choice = Motivation Asako Ochi

18. Nurturing Community • A sense of community provides members with ownership to hold others accountable for behaviors of effort, learning, order, and kindness. • During Daily Five, the class becomes a community that works together to encourage and support each other. Asako Ochi

19. Creating a Sense of Urgency • Answers the questions “Why do we have to do it?” and “What’s in it for me?” • When people understand the reason for a task, it establishes motivation and becomes a force to be responsible for own action. • Sense of urgency comes from understanding the WHY. Asako Ochi

20. Building Stamina • Teaching children how to read on their own for extended periods of time each day creates the self-winding learner, who is actively engaged in the reading process because they have the stamina to be independent. Asako Ochi

21. STAY OUT OF THE WAY!!!!! • How can students make decisions on their own and monitor themselves regarding their progress if they are never given the chance to try it on their own? • After training, students understand what is expected of them, have practiced the strategies, and have built their stamina……………………......... Now we need to stand back and let them be independent. Asako Ochi

22. To do by next workshop • Setting up the bookboxes so you can start Read to Self first lesson on the next day! • Read chapter 4 “Read to Self” You may feel overwhelmed when you first read this chapter. Do not worry. I will go over step by step. Asako Ochi

23. Book box • Have a separate book box for each student ice bins, cardboard magazine holders (4 for $2.99 at IKEA), small trash cans, clear plastic envelope with Velcro, eco-bag, shower caddies, juice box (Capri Sun –cut the top off), plastic basket, 2 gallon zip-lock bag, • 3-5 books in a box (picture book, magazines, ABC chart, song card, mini books) Books are chosen by a teacher until the students are trained. • Book box has an assigned spot where it is kept. Asako Ochi

24. Read to Self Asako Ochi

25. Three Ways to Read a Book • Read the pictures • Read the words (For Kindergarten, find a letter/sight words to start.) • Read from memory Model *Read the picture – Think aloud about the picture *Read the words – Show how the finger should move left to right under the words *Read from memory *Read the sentences Asako Ochi

26. Anchor ChartI -chart Why do you need to read everyday? Become a better reader. It is fun! Practice how to read. Asako Ochi

27. Brainstorm the behavior during reading(possible guiding questions) Q: Should we just look at the ceiling? What should we do with the book? = Read the whole time Q: Should we move place to place? = Stay in one spot Q : What kind of noise do you wish to hear? Model : Read a book aloud in normal voice. Q : What would it happen if everyone reads like this? Model: inappropriate voice, to slow, to fast Q : If you want to hear yourself read what kind of noise do you want to hear? = Read quietly / whispering voice Q: When you read all the books, should you shout “I am done”? = Read over and over Asako Ochi

28. Q : Is it all right to wonder around the classroom at the beginning? = Start right away Q : When you were born, did you know how to use a spoon? Did you try it one time, and knew how to use it right away? Did you practice for awhile? Reading is just like learning how to use a spoon. You need to practice over and over. We are going to read longer and longer everyday from today. We call this stamina. = Work on stamina Q : What is the teacher doing while you are working on reading? = Work with students *Read with them *Listen to them *Assessment *Chat about the book Asako Ochi

29. I-chartRead to SelfTo become a better reader fun Asako Ochi

30. Model • Read the I-chart together • Teacher model (about 1-2 minute long) • As pointing to the I-chart, ask “Did I start right away?” “Was I reading quietly?”……. • Ask one of students (you know the one who will follow I-chart) to model. As he is reading, ask if he is following I-chart quietly. Asako Ochi

31. Modeling Wrong Behavior • Pick a student you know who would not do or follow the I-chart. • Tell him to show the class how not to follow the I-chart. • As he models the wrong behavior, go through the I-chart. • THEN…………… • Ask him to do the correct behavior. Go through the I-chart. • Assure him that he was able to do the perfect “Read to Self”. Asako Ochi

32. Let’s try it!!!! • Introduce the book box. Pass it to each student • Announce the first Read to Self • Show how you signal when it is time to stop. (bell, chime, clap, snap….) Tell them to come back to gathering area with book box. • Take one by one to place around the classroom. • Walk around the room. ****** DO NOT MAKE EYE CONTACT******* If you see wrong behavior before 3 minutes, signal to gather. Go through I –chart and try again. (model if necessary) Asako Ochi

33. Reflection • Ask students to show thumb-up for following the I-chart, and thumb-side way for behaviors they think to correct on next time. Go over the list. Asako Ochi

34. Day 2 and so on……………………… *Day 2 (repeat from Day 1) Model and practice “Three Ways to Read a Book” Review I-chart Model and practice student behaviors of “Read to Self” Continue working on Stamina --- 4 minutes Reflection *Day 3 Discuss “Where to sit in room” and record on an anchor chart Continue with above adding 1-2 minutes each day extending stamina Reflection Asako Ochi

35. *Day 4 Continue to review I-chart Continue stamina building For older students, teach how to choose “Good Fit Books” – record on anchor chart (page 29-33). For younger students, discuss “Good Fit Books” with five finger rules when all Daily 5 is running smoothly and if they are ready. Until then, they may choose the book which interest them. Good Fit Book Five Finger Rule Read a page in the middle of the book. Put up one finger for every “clunk” you have. • 0 finger – too easy • 1-3 fingers – just right! • 4-5 fingers – quite hard – go slow! • 6 and more fingers – too hard for now. Asako Ochi

36. When can I introduce next Daily 5? When the students build the following stamina, you can introduce next Daily Five. Kindergarten – 7-8 minutes Primary – 8-12 minutes Intermediate – 12-16 minutes * Before moving on to launching the next Daily Five, the behavior during those practice rounds should be NEAR PERFECT. Asako Ochi

37. To do for this week….. • Start 1st day Daily Five • Build stamina – If your students are not ready, do not add any minutes. You can stay in 3 minutes as long as the students need to practice. • Practice a couple Read to Self everyday. Make sure to reflect every time when you gather students. (You will do only one refection when your students are in all Daily Five.) • Change books before students come in (every other day or everyday) • Relax! If it does not go well, try again next day. READ page 59 to 77. It may be overwhelming again but we will go through it next time!!! Asako Ochi

38. So how was your read to self? • Were your students be able to read 3 minutes on the first day? • How was your modeling for right and wrong behavior during Read to Self? • Did you build stamina? • Did you make sure to have a reflection at the end of each practice? • How did your students respond to new approach? • Do you miss your literacy centers? Did you feel some releasing of the responsibility to students? Asako Ochi

39. Read to Someone • Reading with someone helps students read independently and grow as readers. • Read to Someone increases the following : The volume of reading The level of attention to reading Reading motivation Fluency Reading rate Word-attack skills The love of reading Asako Ochi

40. Introducing Read to Someone Q : Why do you suppose we would want to read to someone everyday? It is fun. We can become better readers. “Read to Someone” is a favorite of most. They can spend time with friends to read and talk about books with, and to be learning with. Asako Ochi

41. EEKK, Voice I-chart “Read to Someone” Fun! Become a better reader EEKK (Elbow to Elbow, Knee to Knee) Model : Ask one student to sit down on the floor with you EEKK and place a book in between. Asako Ochi

42. Voice Level With a same student, start reading a book together. Use whispering voice. Remind the students that their voice should be just loud enough for their partner to be able to hear. They do not have to read the book to a whole class. Then….. Brainstorm I-chart *EEKK *Whispering voice *Read the whole time *Stay in one spot *Get started right away Asako Ochi

43. I- chart “Read to Someone” Fun Become a better reader Asako Ochi

44. Let’s try it! 1. Pair the students, and place them at the same spot as you did for Read to Self. 2. 3 minutes (if any partner is not following I-chart, end the session.) 3. Reflection 4. Try again with same partner. Take them to different spot. 5. 3-4 minutes Read to Someone 6. Reflection Asako Ochi

45. What about read to self????? • By the time you introduce Read to Someone, your students are building Read to Self’s stamina. Continue to build stamina in Read to Self separate from Read to Someone. • Suggested 90 minutes Brief a whole class instruction Read to self (build stamina) –remember the reflection Brief a whole class instruction Read to someone session (discussion, I-chart, building stamina, reflection) Brief a whole class instruction (if you have time) Asako Ochi

46. Lesson 2 : I read, You read, Read Together (choral read) • Read through I-chart from previous day. • Q: Yesterday we tried Read to Someone. When you read with your partner, who read the book? Did you take turn? Did one of you read the whole time? • One of you will read a page (a paragraph, a sentence), and then your partner will read the exact same part or next part. • Model with a student (one minute). What did you notice about our reading? • Add “I read, You read “ on I-chart • Suggest that they also may read a book together. Add “read together” to I-chart. • Pair the students and take them to spot to practice Read to Someone. Stamina for 4 minutes or stop when any pair is not following I-chart. • Reflection and try again (4-5 minutes) • Final Reflection Asako Ochi

47. Lesson 3 : How to choose books • Read through I-chart • Ask a student to bring his book box and sit down in front of a whole class. Ask him to pick a book. Whisper “You need to repeat ‘I want to read this book” no matter what I say.” A teacher also gets one book and sit EEKK. • Teacher :Let’s read. I want to read this book. Student : I want to read this book. T : But I really want to read this book. This is my favorite. S : I want to read this book. Repeat a couple times. • Q : How can we choose a book when both want to read own book without arguing? • Talk about it. “Can we read your book first, and then mine?” or “Do you want to read both book at the same time? I read one page from my book, and you read your one page?” Asako Ochi

48. Practice, building stamina • Ask students to get their book box to the gathering space. • Pair students. Take them to a spot to practice • Stay away. Observe. • 4-6 minutes stamina • Gather students and reflection. • Practice. Same pair. Different spot. • 4-7 minutes stamina • Gather and reflection Asako Ochi

49. Lesson 4 : Choose a spot 1. Review I-chart together. 2. Reflection from previous day 3. “Today, I am going to choose your partner as yesterday, but you and your partner will find a good place to read. Remember where I placed everyone last couple weeks for Read to Self and Read to Someone.” 4. Ask students to get their book box to gathering place. As you pair the students, tell them “Happy reading” and let them go. 5. While they are reading, step back and observe : *how they decide where to do Read to Someone *if they found a good spot to read 6. Add a minute for stamina building, and signal to gather. Asako Ochi

50. Reflection – ask if they think they found a good spot to read. Also ask several students why they thought their choice was good. • Pair by pair, ask them to go find good spot. “Happy reading”. 9. Add one more minute if possible. 10. Signal and gather. Reflection Asako Ochi