The Daily FivePresented by: Christine Taylor

Are you asked to….

Differentiate your instruction?

Teach children in small groups?

Confer individually with students?

1970’s 1980’s 1990’s Now

Purpose We will all get

through the story

Kids must feel

good about

themselves.

We will all get

through the

story with help.

Every child

deserves to be

taught on their

level at some

time during the

day

Students learn reading

strategies to access text

Resource Basal

One Anthology

Basal

One Anthology

Class Sets of

Trade Books

Basal Anthology

Trade books

children could

read

Basal Anthology

“Level Books”

Book Rooms

Library Books of Choice

Differentiation Whole group

Reading groups

Whole group

Heterogeneous groups

Whole group

Guided Reading

Whole group

Small group – guided readers

One on one

Access Text Round robin

You might not be able to read the text

Round robin

You might not be able to read the

text

Each student reads text they can read

Teach skills and strategies so student can read any text

Each student has text they can read independently

Historical Overview

Literacy Block Development Over Time

Seatwork Basel Program Now (The Daily 5 approach)

Teacher Driven Student DriveLow student engagement High student engagementTended to be busywork activities Meaningful reading and writingArtificial reading and writing Authentic reading and writingLittle time spent reading Majority of time spent reading

What sets The Daily Five What sets The Daily Five Apart?Apart? For Teachers….For Teachers….

Deliver 3 – 5 whole group Deliver 3 – 5 whole group lessons each daylessons each day

Teach 3 – 4 small groups Teach 3 – 4 small groups of children each dayof children each day

Confer with 9 – 12 Confer with 9 – 12 individual students each individual students each dayday

Hold all students Hold all students accountable for eyes-on-accountable for eyes-on-texttext

For Students…For Students…

Engaged in the act of reading Engaged in the act of reading and writing for extended and writing for extended amounts of time amounts of time

Receive focused instruction Receive focused instruction on building and maintaining on building and maintaining independenceindependence

Receive tailored instruction Receive tailored instruction through whole group, small through whole group, small group, and/or individual group, and/or individual conferring, by their skilled conferring, by their skilled classroom teacher, each dayclassroom teacher, each day

Since 1946, research shows that kids need to….Since 1946, research shows that kids need to….

* read to be better readers * read to be better readers * write to be better writers* write to be better writers

It use to be that we would teach 80% of the It use to be that we would teach 80% of the time and practice 20% of the time….time and practice 20% of the time….

Now we know it needs to be us teaching 20% Now we know it needs to be us teaching 20% of the time and students practicing 80% of of the time and students practicing 80% of the time. It is the same as sports, you have the time. It is the same as sports, you have to physically practice to get better!to physically practice to get better!

The Daily Five is….

1) Tasks• 5 tasks

2) System• teaching all students independence

3) Structure• Providing consistency

• Research shows that a child’s age is equal to how many

minutes of direct instruction they can stick with in 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!!

5 Tasks of The Daily Five5 Tasks of The Daily Five

1.1. Read to SelfRead to Self

2.2. Read to SomeoneRead to Someone

3.3. Work on WritingWork on Writing

4.4. Listen to ReadingListen to Reading

5.5. Word WorkWord Work

The core foundations that are essential to the Daily

5. • Trusting students• Providing choice• Nurturing community• Creating a sense of urgency• Building stamina• Staying out of students way once

routines are established

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.)

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.

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.

Launching the Daily 5

Establish a gathering place for brain and body breaks

Develop the concept of “good-fit” books through a series of lessons – set up book boxes

Create anchor charts with students to hang on the walls for referencing behaviors

Short, repeated intervals of independent practice Establish calm signals and check-in procedures Model the correct and incorrect behaviors (look

like/sound like)

Launching Read to Self Establish the 3 ways to read a book

read and talk about the pictures read the words retell a previously read book

Make an anchor chart with students help Establish “why” under the heading “Read to Self”

Why: to become a better reader

Student models incorrect and correct behavior and discuss what you notice

Practice read to self Start with just 3 minutes Build stamina

Launching Read to Someone Model and practice EEKK (elbow, elbow, knee, knee), voice level, and

“check for understanding” Create an anchor chart with students

Establish the “why” Helps us become better readers, best way to practice fluency, it is fun

Student models incorrect and correct behavior and discuss what you notice Students practice reading the pictures and reading the words with their

partners sitting EEKK. Continue model and practicing additional steps to buddy reading

I read, you read How to choose books Choosing your own classroom spot How to choose a partner Coaching or time

Listen to Reading

Make an anchor chart with students help Establish “why”

Helps us be better readers, helps us learn and understand new words and stories, it is fun

Student models incorrect and correct behavior Day 1- material setup, using the computer, listening and

following along with words and/or pictures

Students practice what has just been modeled Continuing modeling and practicing

Putting materials away neatly Listening to a short story, finishing it, and starting a new story What to do if work time is up before the story is finished

Launching Working on Writing Make an anchor chart with students help

Establish “why” Helps us become better readers and writers, we care about writing and the

people who read it, choice, it is fun, works on the fluency of writing

Student models incorrect and correct behavior Day 1- model what to do when writing words they can’t spell

Students practice what has just been modeled Continuing modeling and practicing

Where we sit What materials to use during writing

Notebook, pencil, colors, paper choice, stickers, journal prompt What do I want to write

Story (fiction or small momemt), book, letter, how-to, persuasive, poetry, sticker story, storybird, brain-pop jr.

Launching Word Work Brainstorm some of the materials that can be used to practice spelling

Whiteboards, magnetic letters, wikki stix, play-dough, letter stamps, colored markers, etc.

Create an anchor chart with students Establish the “why”

Helps us become better readers, writers, and spellers, we care about our writing and the people who will read it, it is fun

Student models incorrect and correct behavior and discuss what you notice Students practice Continue model and practicing setting up and working with materials

One person takes out the materials of his or her choice and sets them up in a quiet location, get started quickly, stay in one spot except to get and return materials, work the whole time, work quietly, work on stamina, try your best

Continue to add in additional materials for word work and discuss Rhyming dominos, word sorts, stamp a word, word family, sight word bingo, rhyming

bingo, make a word , Spalding cards, task cards

If you encounter problems… ask yourself these questions:

Did I allow enough time for training muscle memory? Have I reviewed the I-charts? Am I staying out of the way and allowing the children to

work independently? Am I allowing choice? Are some children allowed to share each day? Have I had behaviors modeled correctly and

incorrectly? Who can I collaborate with for support?