The Daily Five Reading/Writing Program

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.

What sets The Daily Five Apart? 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

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!

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: 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 Self Read to Someone Read to Someone Listen to Reading Listen to Reading Work on Writing Work on Writing Working with Words Working with Words It is NOT called The Daily Five because they have to do all 5 each day. It is NOT called The Daily Five because they have to do all 5 each day.

Trusting Students Trusting children is the underpinning of what makes the Daily Five work. When trust is combined with explicit instruction, our students acquire the skills necessary to become independent learners. The Daily Five works because we gradually build behaviors that can be sustained over time so children can easily be trusted to manage on their own.

Providing Choice Although giving children 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

Creating a Sense of Urgency Answers the questions “Why do we have to do it?” & “What’s in it for me?” When people understand the reason for a task, it establishes motivation and becomes a force that keeps them persevering. Sense of urgency comes from understanding the why.

Building Stamina Lays the foundation for success as it gives children the support they need. Teaching children how to read on their own for extended periods of time each day creates the self-winding learner that is actively engaged in the reading process because they have the stamina to be independent.

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, children 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.

I PICK 1.I choose a book 2.P urpose – Why do I want to read it? 3.I nterest – Does it interest me? 4.C omprehend – Am I understanding what I am reading? 5.K now – I know most of the words * After they grasp the concept of I PICK, have them model their book choices in front of whole class.

Good-Fit Books Research indicates that an independent-level or good-fit book for children is one they can read with 99% accuracy. (Richard Allington, March 2005) Higher levels of oral reading error rate are linked to significant increases in off-task behavior. (Gambrell, Wilson, and Gantt, 1981) It is essential to spend focused classroom time teaching our children to choose books that are a good fit for them and they enjoy. There is more to choosing a good-fit book than just reading the words. A child’s purpose for reading, interest in a topic, and ability to comphrehend play a large role in finding a good- fit book.

Setting Up the Book Boxes Have a separate book box for each student. Use small plastic tubs, cereal boxes, or even ask parents to send one with each child 5 – 10 books in box Self-selection of books depends on age Journal and pencil Book box has assigned spot it is kept

Anchor Charts Large charts created based on what children have to say One way to make thinking permanent and visible in the classroom Allow class members to build on earlier learning or remember a specific lesson As each component of the Daily Five is introduced, the class comes together to make an anchor chart, which is called an I chart. The I chart allows children’s thinking about student and teacher behaviors during Daily Five to be recorded on a chart and displayed.

Correct Model/Incorrect Model Complete I-chart and discuss –Have one student model correctly while pointing out all of the wonderful behaviors the student is demonstrating Then, model incorrectly… –Pick child carefully… one that would want the attention of doing it “wrong”. –Most children laugh, but deep learning occurs after the incorrect model. –After revisiting I-chart about incorrect behaviors, ask child to then demonstrate correctly. –This way, the child has shown he/she is capable of being successful.

5 Tasks of The Daily Five 1. Read to Self 2. Read to Someone 3. Work on Writing 4. Listen to Reading 5. Word Work

Read to Self Introduce 3 ways to read a book: 1.Read the words 2.Read the pictures 3.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.

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.

Choice We are motivated, engaged, and productive when we are in control of our schedules. Why should our children feel any differently? This is why choice is so important! Introduce choice as one of the most exciting things ever! Let the children know you trust them to be independent during the time they work on their Daily Five choice just like they have learned and practiced. Remind them to make a choice that feels right for their brain and their body. Have the children close their eyes and think about which Daily they would like to begin with. Tell them to make a picture in their mind of what their body looks like, sounds like, and feels like when they are engaged in that choice. Then, grab your check in sheet and begin! There are many different versions of a check in sheet. Use what works best for you!

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.

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 (6:00)

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