1. Daily 5 Fostering Literacy Independence in the Elementary Grades cardk@bcsdschools.net jacksons@bcsdschools.net Gail Boushey and Joan Moser “The Sisters” Stenhouse Publishers 2006

2. Turn and Talk Discuss with your neighbor what you are currently doing in your classroom for your Readers Workshop. What works? What does not work?

3. Question… “How would you like to have a classroom of independent readers and writers, where each student has individual goals and you had time to work with small groups and confer with students individually each day?” Behne, Allison. “Leadership Support: Suggestion #1, Show the Research (ARTICLE).” TheDailyCAFE.com. The Daily CAFE, 2011. Web. 3 January 2013.

4. Why we use Daily Five! Read page 4 Time to make centers took more teacher prep time than it did for students to complete Too much time managing centers and behaviors No time for small groups

5. Why we use Daily Five Provides learning routines rather than learning activities Routines are habits of the mind that are self directed and self monitored. Literacy routines do not require regular preparation or intervention.

6. What is Daily Five? Daily Five is more than a management system or curriculum framework. For students: It’s a routine that will help develop the daily habits of reading, writing, and working with peers. For teachers: Structure literacy time Increase student independence Allow for individualized attention in small groups

7. Daily 5 Focus lessons Focus lessons Small Groups Small Groups One on One Conferring One on One Conferring Student Choice Student Choice Student Driven Student Driven Authentic, independent work Authentic, independent work Daily 5 is not “What” You teach (content). It is a “frame” work (management system) for your Literacy Block. NOT… Reading program Busy Work (worksheets) Teacher assigning activities Teacher Directed Framework

8. What Sets Daily 5 Apart? For Teachers… - Allows teachers to work with students in small groups or individually. For Students… -Students build muscle memory while building stamina. -Students are independently engaged in reading and writing.

9. Daily 5 Components… Read to Self Work on Writing Word Work Read to Someone Listen to Reading

10. What do I need to start Read to Self? Book Bag or box for each student. Variety of fiction and non fiction books. Chart Paper (I chart and 3 ways to read a book) Timer/chimes Routine for getting and putting away materials PRACTICE, MODEL, PRACTICE

11. 3 Ways To Read a Book Read and talk about the pictures Read the words Retell a previously read book Freight Train

12. Launch Read to Self Create I-Chart (see sample) - C reates urgency and sets the student and teacher expectations MODEL, MODEL, MODEL - Correct model/Incorrect model Build Stamina – VERY IMPORTANT! - Places students around the room and Build Stamina (1-3 minutes) - Teacher MUST stay out of the way and NOT make eye contact while students are building stamina for the first couple of days. Resist the urge to praise! - Once a student breaks stamina, call the group back to the gathering place.

13. “Barometer” Children Students who struggle with behavior while building stamina are called “Barometer” children. These are the children who will usually break stamina first.

14. Read to Self Video Stop View the Read to Self Video on the Portal

15. When to Launch the Next Daily 5… Before launching the next Daily 5, it is recommended to have built up significant stamina in the current Daily 5 (usually by day 5) Kindergarten = 7-8 minutes Primary (1 st grade) = 10-12 minutes Intermediate = 12-14 minutes

16. What to Launch Next? Once your students have built up enough stamina you can launch the next Daily 5. In the book, the Sisters recommended launching Read to Someone after Read to Self. They have since changed that and they now launch Work on Writing after Read to Self.

17. What do I need for Work on Writing? Notebooks, writing paper, teacher-made journal for each student. Pencils and crayons Establish a routine for getting materials and putting away. PRACTICE, MODEL, PRACTICE

18. Launch Work on Writing Make I-Chart of expectations Word Wall Brainstorm list of things to write about Work on Writing is student choice. They choose what they want to write about that day. At first, it may be just drawing a picture, word lists, or simple sentences with popcorn words from the word wall.

19. What Next? Take a few days to build stamina in Read to Self and Work on Writing. Girls read while boys write then switch Build stamina to 5-6 minutes before adding another rotation. Teacher and assistant stay out of the way. Good time to address students having difficulty staying on task.

20. What do I need for Word Work? A good assistant! Literacy center games and activities Word work can be phonics and phonemic games and activities that correlate with the district word study.

21. What do I need for Listen to Reading? Listening center with headphones iPads with headphones or computers with headphones Listen to Reading allows students to hear text being read fluently.

22. Teacher Group -Students are grouped by reading level and can change as needed. -Guided reading lessons are planned according to reading level.

23. Rotations

24. Daily 5 Model Video Stop View the Daily 5 Model Video on the Portal

25. Kindergarten Stops Here!

26. What is CAFÉ CAFÉ is a structure for conferring, a language for talking about reading development and a system for tracking growth and fostering student independence. CAFÉ is a system with these core elements: One on One Assessing of Students with the Teacher Whole-group instruction based on the needs of many students, which often uses texts from whole-class read alouds (Interactive or Shared). Small-group/ 1:1 instruction based on students’ similar needs in one of the CAFÉ categories.

27. The Café Goals Comprehension Accuracy Fluency Expand Vocabulary Strategies CCSS and Grade Level Expectations Current Research of Process and Strategies

30. Café Menu At the beginning of the year the Menu should have only headings. Create the board with students as strategies are introduced. Have student write strategies. Only the strategies that are taught whole group go on board Students declare their strategy and writes their name on post it.

31. Focus Lessons (Whole Group) Launching CAFÉ Pp. 95-97 Appendix p. 130-137 (in the book) Identify strategy and share “secret to success” Instruct Practice with partners One student writes and illustrates strategy on a card Review strategy Encourage practice during reading times Student posts strategy on menu after independent practice Continually connect new strategies to strategies already on the menu

32. You will note that this is Day 1. Similar to the Daily 5, there is a guide for launching CAFÉ up through Day 26.

33. Assessment Initial Assessment: DRA, Running Records, (BCSD teachers would also use Pre-test for Unit 1) CAFÉ menu: Strategies/Goals

34. 7 Steps to Assessment 1.Assess individual student. 2.Discuss the findings with student. 3.Set Goal and identify Strategies with student. 4.Student declares goal on Menu and in notebook. 5.Teacher fills out individual Reading Conference form. 6.Teacher fills out Strategy Groups Form. 7.Instruction

35. Turn and Talk Discuss with your neighbor how these steps differ from what we currently do.

36. Goal Setting After Assessment Discussing assessment results with student as part of the assessment CAFÉ Menu Asking student about themselves as a reader Deciding on strategy (ies) Student declares the goal (states it themselves) Student posts name on Class Menu at that moment (writes name on post-it and places it under correct heading) Student returns and repeats goal again Why is this important? Video

38. Conferencing Continual (happens all the time/every day/multiple times a day) Brief (some may be only 2-3 minutes) Targeted instruction All students (fair is NOT always equal - some students may meet with you daily- others once every 2 weeks) Student sets & articulates goals Shared language with students Consistent structure

42. What does a one on one conference look like? As you watch the video ask yourself… Did the teacher use all seven steps of effective conferencing? What was the purpose the teacher had? Did the student understand what she was expected to do? What made the conference effective?

43. Seven Elements for Successful Conferences 1.Check the calendar for appointments 2.Prepare for conference 3.Observe student & listen to reading 4.Reinforce & teach 5.Practice the Strategy 6.Plan 7.Encourage

44. Parent Pipelines Each of the CAFÉ strategies has a correlating Parent Pipeline. The Pipeline explains the strategy to parents and gives them tips on how they can work on this strategy at home with their child. Gives parents the CAFÉ language that we use with the students in the classroom so they can use when talking to their child about reading.

46. Strategy Groups Form one strategy group of most at risk students to start. Identify a group of 2-3 students that need the same strategy (example: back up and reread) Use Reading Conference Forms completed at Assessment (conferring notebook) Teacher groups students together based on common goal/strategy. The goal is flexible grouping: students work on a strategy until mastery (some students may require 1:1 instruction). NOTE: Small groups/1:1 do not begin until stamina has been developed and assessments are complete

47. Strategy Instruction CCSS based Hierarchy of strategies: 6-5-4-3 (Menu) Whole Group Mini-lessons: 5-10 minutes Day 1/ Read Alouds with Strategy Instruction – Checking for Understanding (Read aloud #1) – Cross Checking (Read aloud #2) – Tune in to interesting words (Read aloud #3) Continual modeling

49. Touch Points: Ongoing Assessment Quickly assess student learning and assign a score Documents student learning so trends in performance may be observed and instructional decisions may be made. Holistic score for each interaction C = Area of Concern P = Progressing M = Meets Expectations E = Exceeds Expectations If students receive 3 C/P points after 3 teaching attempts than change instruction (remediate) Recorded after each meeting 1:1 or small group BCSD can use 4, 3, 2, 1 to match report card and unit rubrics grading scales.

50. Comprehension: Check for Understanding First strategy introduced What is it? : Stop frequently and check to see if you understand what you’re reading. Ready reference form p.154 “Secret to success” – “Knowing when we read we must think about the story and realize what the author is trying to tell us or what we are learning from the book. Readers stop frequently to check for understanding or to ask who and what.” Model everyday of the school year Video

51. Accuracy: Cross Checking Second strategy taught What is it? : Strategy for ensuring the words (and sometimes pictures) read make sense and match the letters on the page Ready Reference form p.170 “Secret to success” “Must be able to monitor for meaning and know when it is necessary to pause and fix-up the meaning instead of just continuing to read. Constantly grounding reading in meaning is vital to the success of this strategy.” Kinesthetic motion – “Does it look right?”, “Does it sound right?”, “Does it make sense?”

52. Expand Vocabulary: Tune in to Interesting Words Third strategy taught What is it? : Build word awareness and the understanding of words so they have “thinking power” left in their brain to comprehend and make meaning of what is read. Ready reference form, p.185 Secret to Success “When we read independently, we must read and practice this strategy with a “good fit” book. We may use a word collector to record and remember the new words.” 2-3 words selected per day

53. The Conferring Notebook a.k.a. The Pensieve It holds our most important thinking about each student.

56. Organizing a Conferring Notebook ~ As you watch this video, think about how you will use your conferring notebook and the importance of the elements to student learning.video

57. Conferring Notebook (Pensieve) – Sections and Forms Section Forms Keeping Track - Keeping track form - Calendar Focus Group - Strategy group forms Data - Data sheets Student section - Reading Conferring form (a tab for each student that - Writing Conferring form includes…) - copy of CAFÉ menu

58. Are you worried how you could implement Daily 5 and CAFÉ into the ELA Units and Enhanced Balanced Literacy?

59. Integration CAFÉ menu is correlated to the CCSS. Focus on strategies in the menu that fit in with the priority and supporting standards for the current unit. Video – Using CAFÉ menu strategies in instruction Video Interactive CAFÉ menu gives Downloads, Articles, and Videos from the website (all compiled in one place) for each strategy. It also lists books to use to teach that strategy. Interactive CAFÉ

60. Integration continued… Lit Lessons – ChrysanthemumChrysanthemum

61. Resources http://www.thedailycafe.com/http://www.thedailycafe.com/ (articles, videos, and documents) Boushey, Gail, and Joan Moser. The Daily 5. Portland, ME: Stenhouse, 2006. Print. Boushey, Gail, and Joan Moser. The CAFÉ Book. Portland, ME: Stenhouse, 2009. Print. http://www.warrenschools.com/cms/lib/TN01000777/Centricity/Doma in/1166/Daily%20Five%20and%20Cafe%20Presentation.pdf