The Daily 5 Read to Self (SSR) Read to Someone (Partner Reading) Writing Word Work Listen to Reading

The Daily 5, take 2: Use this during guided group time Independent or partner activities Sustained independent time while teacher meets with small groups of students

Read to Self (SSR) Reading quietly to yourself Find a spot to read and stay there Also known as: –DEAR time –SSR –Independent reading Your choice of what to read unless told differently by the teacher Looks like: Students reading silently, individually, anywhere in classroom Bubble space…what is it?

Read to Someone (Partner) Chose a person to read to in your group. Use a lower level voice, so as to not distract other students reading or working. Stay on task. Looks like: -two people reading together -taking turns page by page -usually the same text -practicing reading fluently not racing through the book -monitoring comprehension as you go -using quiet, whisper voices…..see “volume-o-meter”

Volume-O-Meter (Level of Voice) Frenzy!! Yell Normal Low Normal Whisper Yada-Yada-Yada-Yada-Yada-Yada

Writing Writer’s Notebook Your choice of what to write about Stories, poems, fiction, fantasy, non- fiction—YOUR CHOICE! First draft writing

The Writer’s Notebook “Unlocking the Writer Within You!” What it is NOT……. –A diary “Today it is raining. We have a math test that I don’t want to take and there is a substitute teacher.” –A reading journal summarizing a book, writing the main idea –Teacher directed

The Writer’s Notebook “Unlocking the Writer Within You!” So…...What exactly is a writer’s notebook? –A place where you can put thoughts, feelings, and opinions about things that have happened in your life. –A place to write a fiction or non-fiction story. –A place to write poetry.

The Writer’s Notebook “Unlocking the Writer Within You!” MORE…….. “ A writer’s notebook gives you a place to write down what makes you angry, sad, or amazed, to write down what you noticed and don’t want to forget.” Fletcher, R. J. (1996). Writer's notebook unlocking the writer within you. New York: Avon Books.

The Writer’s Notebook Thoughts from other students… “I use my writer’s notebook for ideas that pop into my head, or things I’m thinking about. My writer’s notebook has very important things in it. I love my writer’s notebook and I write in it EVERY CHANCE I GET. If I get writer’s block, I can just look in my writer’s notebook for ideas. I can use my writer’s notebook now or 10 years from now, there’s not telling when I can use it. My writer’s notebook is my heart, my mind, and my soul.” »ANNE RUBIN, Fourth Grade

The Writer’s Notebook Thoughts from other students… “When I pick up a pen it changes me. I’m not the same person. The way I talk, think, and everything changes. I fell more natural, more relaxed, and more like myself. That is a true power of the pen.” “One of the reasons my writing is good is that I have bad communication skills. I can’t confide in any one person. But I can let out all of my emotions through the pen. I can write out what I think and let everything out. Who is the paper going to tell? No one.” »BESSE RAWITSCH, Eighth Grade

The Writer’s Notebook “Unlocking the Writer Within You!” Questions?? 1.What does it look like? 2.Will it be graded? 3.Who will read it? 4.Do I share my writing with the class? 5.Any rules about the writing? 6.What questions do YOU have?

Word Work What will you be practicing? Vocabulary words Spelling words/new words Mind benders with words Word puzzles

Word Work Choices May have a menu of items to choose from OR an assigned task from your teacher Pick a paper from the file folders –Different word work activities on paper. Complete a word game on the laptop or a board game. –Appropriate use a must! –Let me show you! Websites: Letterbox, Word Central, The Problem Site – – –

Listening to Reading Looks like: Choose from the CD’s and stories available. –Small group listening to a book on tape or CD –Sharing the text if necessary –Using headphones appropriately OR keeping the volume low on the tape/cd player –Listening to fluent reading –Monitoring comprehension –Return materials to the proper places.

WHY are we doing all this? Independent meaningful learning and listening activities while I meet with small groups. Research shows that in order to be a fluent reader, you must have time to read to yourself, work and help others with their reading, build vocabulary and word knowledge, work on your writing repertoire, and listen to other people read fluently. Thus, the components of The Daily 5!

If you finish before time is up… Read to Self –Choose a new book –KEEP READING Read to a Partner –Choose a new book –KEEP READING Word Work Station –Read to Self Writing –Reread your writing –Add to it –Start a new piece Listen to Reading –Listen to it again –Read to Self

GroupMondayTuesdayWednesdayThursdayFriday Green Teacher GRA & Writing Teacher GRA &Writing Teacher GRA & WW SSR Listening RTP Listening WW Purple SSR Teacher GRA & Writing Teacher WW Teacher RTP Teacher GRA & Writing Listening Yellow Listening WW SSR RTP Listening Teacher GRA & Writing SSR Teacher GRA & Writing Blue GRA & Writing Listening SSR RTP Listening GRA &Writing WW SSR Teacher SSR Teacher KEY: GRA: Guided Reading Assignment (if given) done at your seat WW: Word Work RTP: Read to Partner (with someone else in your group) SSR: Silent Sustained Reading (Read to Self) Listening: Listen to story on tape or CD at station Teacher: Work with teacher at group table Guided Group Schedule

Your mission…should you choose to accept it! Work with a small group of your peers to dramatize one of the 5 areas of the Daily 5 First, you need to determine how to appropriately work in your given station and decide how to act that out Next, determine how a student might act inappropriately in that station and decide how to act that out. Be creative!

Our expectations: You will work together as a team. –Each person will participate If you can’t reach a compromise after discussing it for 2 minutes, use ROCK, PAPER, SCISSORS to determine how to move forward. You will have 10 minutes to create and practice the skits you will share with the class. Feel free to use or make props as needed. –When the lights flash, return to your seats. You will be a kind and respectful audience.

Bibliography Boushey, G. (2006). Daily five fostering literacy independence in the elementary grades. Portland, Me: Stenhouse. Fletcher, R. J. (1996). Writer's notebook unlocking the writer within you. New York: Avon Books.