1. The Daily 5 Fostering Literacy Independence In The Elementary Grades

2. What is the Daily 5 The Daily 5 concept concentrates on teaching students literacy independence. Through the use of five centers where students learn to read to themselves, read to others, read aloud, writing and word work.

3. How can this be accomplished? Teach and practice skills until behaviors become habits and “default” behaviors. Because of the difference in classes, at least 20 days are allotted building community, defining and practicing behaviors, building stamina, and assessing the needs of this particular group of children. Teach children to monitor their own behaviors. Whole class practices, defines, and knows how to perform desired behaviors. Groups of students practice and encourage each other on defined desired behaviors. Individual students reflect with self and confer with teacher and class about their particular behavior goals they are working to achieve. Individual may model correct behaviors for class Students may practice desired behavior for a short amount of time at recess. This desired behavior may become an articulated goal this child chooses to work on. Students have internal locus of control. Students have a sense of urgency with their time, learning and behavior at school and hold each other responsible by encouraging and supporting each other. Students help make decisions about how to keep the room clean, create a plan for all to help, including the teacher. Staplers and supplies are set out in a common area for all to use when they need them.

4. Research says… Read to Yourself: The best way to become a better reader is to practice each day, with books you choose, on your just write reading level. It soon becomes a habit. Reading to Someone: Reading to someone allows for more time to practice strategies, helping you work on fluency and expression, check for understanding, hear your own voice, and share in the learning community. Work on Writing: Just like reading, the best way to become a better writer is to practice writing each day. Listen to Reading: We hear examples of good literature and fluent reading. We learn more words, thus expanding our vocabulary and becoming better readers. Spelling Word Work: Correct spelling allows for more fluent writing, thus speeding up the ability to write and get thinking down on paper. This is an essential foundation for writers.

5. The Daily Five Literacy Block Student Independent work Start Whole group 5-7 min Letter of the week Whole group 5-7 min Spelling pattern Whole group 5-7 min Sharing authors circle Whole group 5-7 min Reading Strategy: back up and reread Whole group 5-7 min Comprehension: Inference Student Independent work Student Independent work Student Independ ent work Independent Work: *Read to self *Read to someone *Work on writing *word work *Listen to reading

6. “Principled Habits” Trust students Provide choice Nurture community Create a sense of urgency Build stamina Stay out of students way once routines are established The Daily 5: Fostering Literacy Independence in The Elementary Grades,Boushey, Gail and Moser, Joan

7. Gathering Place (Chapter 3 Pg. 28) An open space large enough for the whole class to come together and sit on the floor. This is yet another way to influence children to be successful.

8. Good Fit Books (Chapter 3 Pgs. 30-33) I PICK (lots of ideas and images on Pinterest) 1. I- choose a book 2.P- purpose- Why do I want to read? 3.I- Interest- Does it interest me? 4.C- comprehend- Am I understanding what I am reading? 5.K- know- I know most of the words ** Shoe lesson**

9. Setting Up Book Boxes (Chapter 3 Pgs. 34-35) Each child is to have a box of their own with three to eight picture books, magazines, and easy chapter books( first day of school) As “good-fit” lessons are taught, children will begin to put their own selections into their book boxes.

10. Anchor Charts (Chapter 3 Pgs. 35-36) Allow the class members to trace their work together, build on earlier learning, or simply remember a specific lesson. To be kept up all year long As each component of Daily Five is introduced, the class comes to the “gathering place” and makes an anchor chart which is called an “I” chart.

11. Repeated Practice (Chapter 3 Pgs. 36-38) Michael Grinder’s work: external memory systems (visual, auditory, and kinesthetic) Memory stored in the kinesthetic system evokes the longest memory. ** Important thing to remember is that if a child, even one, goes off-task during the repeated practice time, the signal should be given to stop and gather students back together to review how it went.**

12. Signals and check-in (Chapter 3 Pgs. 38-40) Signals Chimes Cow bell Music Check-in Children more reflective through self check-in. Thumb up would show successful, thumb side ways would show they did some things right, but still feel they need improvement. There should NEVER be a thumbs down.

13. Correct/Incorrect Model (Chapter 3 Pgs. 41-42) Most of us do an excellent job of this already. However, one thing to keep in mind is when it comes to modeling scenarios, book recommends we choose one of our more challenging students to model the incorrect way, as he/she will like the attention. Then of course have this same student model the correct way.

14. Read to Self (Chapter 4 Pgs. 47-52) Three ways to read a book Read and talk about the pictures Read the words Retell a previously read book This lesson is taught in two sessions.

15. The Three-Minute Start and Beyond (Chapter 4 Pgs. 52-53) The reason for a three-minute practice is that most children can be successful for that amount of time. Pg. 58- Example lesson plan for Read to Self ** Goal is for primary students to read for a solid 30 minutes**

16. Examples of Centers that reflect Daily 5 components