The Daily Five By: Joan Moser and Gail Boushey Powerpoint prepared by: Allison Behne

1. The Daily Five By: Joan Moser and Gail Boushey Powerpoint prepared by: Allison Behne

2. 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.

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. 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 What sets The Daily Five Apart?

5. What does it look like? • 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

6. Why is it called The Daily Five?There isn’t time for five rounds! • It is called The Daily Five because there are five literacy components for children to choose from when they go off to work. These components are: • Read to Self • Read to Someone • Listen to Reading • Work on Writing • Working with Words • It is NOT called The Daily Five because they have to do all 5 each day.

7. 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.

8. 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.

9. 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.

10. 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 * Discuss 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)

11. 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.