-a literacy learning structure for elementary students The Daily Five -a literacy learning structure for elementary students

The Two Sisters Gail Boushey and Joan Moser

The Daily Five Components Read to Self Work on Writing Read to Someone Word Work Listen to Reading

Foundation of the Daily 5 Trust Choice Community Sense of Urgency Stamina Stay Out of the Way

Launching the Daily 5 Establish a gathering place Set up book boxes (I PICK books) Anchor charts Short intervals of repeated practice Ten Steps to Improve Signals and Check-In Correct/Incorrect Model

Establish a Gathering Place Open space large enough for whole class Limits distractions and behavior issues Signals a shift in activity and thinking

Book Boxes with Good Fit Books Book box, bag, stash 3-8 pictures books, magazines, newspapers, chapter books

Good Fit Books “Higher levels of oral reading error rate were linked to significant increases in off-task behavior.” -Gambrell, Wilson and Gantt (1981)

I Pick I choose a book Purpose – Why do I want to read it? Interest – Does it interest me? Comprehend – Am I understanding what I am reading? Know – I know most of the words

Anchor Charts Large charts created by students and teacher Make thinking permanent and visible

Short Intervals of Repeated Practice Begin with 3 minutes Stop as soon as a child goes off-task Add 1 minute to each practice session (based on Ten Steps to Improve Muscle Memory)

Signals Use an unobtrusive signal (chimes) Create an I-chart and practice the signal Incorporate the signal in daily use

Check-In Teaches self reflection Reinforces expectations Thumbs-up/thumbs-to the side (right in front of the heart) No thumbs down

Correct/Incorrect Models MODEL, MODEL, MODEL Student models the correct behavior of lesson “Behavior” student models incorrect/correct behavior of lesson Demonstrate that all the children are able to do the Daily 5

Modeling Quote “Whenever an activity fails, it is because I haven’t done enough modeling. Modeling gives students words and examples to frame their thinking.” -Chris Tovani

Read to Self Urgency: Helps us become better readers It is fun

Read to Self “I” Chart Students Teacher Work with students Read the whole time Stay in one spot Read quietly Work on stamina Get started right away Work with students

Work on Writing Urgency: Helps us become better writers Helps us become a better reader It is fun Improves fluency

Work on Writing “I” Chart Students Teacher Write the whole time Stay in one spot Work quietly Get started right away Work with students

Read to Someone Urgency: Helps us become better readers Best way to practice fluency It is fun

Read to Someone “I” Chart Students Teacher Read the whole time Stay in one spot Work quietly Sit EEKK Get started right away Work with students

Word Work Urgency: Helps us become better readers, writers, spellers We care about our writing and the people who will read it It is fun

Word Work “I” Chart Students Teacher Work with students One person takes out materials of his/her choice and sets up in a quiet location Stay in one spot until time to return materials Work the whole time Try your best Work on stamina Work quietly Get started quickly Work with students

Listen to Reading Urgency: Helps us become better readers Helps us learn and understand new words and stories It is fun

Listen to Reading “I” Chart Students Teacher Get out materials Listen the whole time May listen to another story if time Follow along with pictures and/or words Stay in one spot Listen quietly Get started quickly Put materials away neatly Work with students

The Café Book

Web Links Daily 5 Website www.the2sisters.com Café in the Classroom www.thedailycafe.com Beth Newingham http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/