1. Daily 5 By: Chenoa Maples, Michelle Fleming, and Kelsey Allen

2. Background Info  Gail Boushey and Joan Moser, having over 40 years experience, wanted to transform the Literacy block.  Created program to manage their own literacy block to cut down on “busy work” “Our goal was for all students to have internalized these expectations and shared experiences in a way that allowed for every child to become engrossed in their reading and writing" (Boushey & Moser, 2006, p. 9).  The Daily5 based on five components:  Read to Self  Read to Someone  Listen to Reading  Work on Writing  Word Work  Formed to benefit the students in both a whole group and small group setting.  When students make decisions about their learning, they gain a sense of autonomy and the results are unbelievable.  The Daily5 results: reading at higher level, comprehending more, and eager to pick up a new book.  Encourages student independence.  Allows the teacher to work with small groups, as well as individual students.  Helps students develop a daily habit of reading, writing, and independent work.

3. Learning Theories  Transactional Theory- reading is seen as a transaction, a negotiation between the reader and the text Pro Con - open-ended question - chaotic classroom - allows students to see - lacking student participation a bigger picture - encourages critical thinking - allows to students to see multiple perspectives - better time management  Daily 5 allows children to work independently and in groups and solve problems on their own.

4. Daily 5 Description  Read to Self- reading self-selected materials independently  Read to Someone- reading aloud with a partner, practicing strategies and fluency  Listen to Reading- building vocabulary and hearing good models of fluent reading  Work on Writing- practicing writing fluency  Word Work- phonics and spelling/vocabulary practice

5. Daily 5 Layout  Usually starts with mini-lesson time appropriate for grade level  Students move into centers for approximately 20-30 minutes  Students “check-in” and rotate for another 20-30 minutes  Students come to closing and share

6. Video  http://www.teachertube.com/viewVideo. php?video_id=162465 http://www.teachertube.com/viewVideo. php?video_id=162465

7. Assessments  DRA (developmental reading assessment)- taken at the beginning of the year to find student’s independent and instructional reading levels  Used to guide instruction  Taken again throughout the year and at the end to monitor progress

8. Assessment  Running Record - kept for each student in an organized fashion  Used to keep record of the students progress each time you meet with them  Also used to monitor what skill each student needs to be working on improving

9. Embedding Technology  Read to self - online articles that are relevant to kids (Tween Tribune), audacity that records their reading, raz-kids that allows the teacher to monitor their reading  Read to someone - sites that record reading, listen to their fluency  Listen to reading- sites where kids listen to reading, as well as see it read (storylineonline)  Work on Writing -online journals (penzu) which can offer feedback from teachers and peers, pen pals using emails, sites like storybirdwhere students make their own stories with illustrations  Word work - sites like spelling city which the teacher modifies to fit current spelling words; has different activities for kids to work through to practice words; apps like ABC Magnetic Alphabet Lite for iPads (letter tiles)

10. Meeting Needs of Diverse Learners  Students choose which centers to work in and when  To prevent students from choosing their “comfortable” choice each time, tracking sheets makes sure the kids are working in each area  These are self paced centers that allow students to work at their own speed  Start with screenings at the beginning of the year to check the student’s level, use DRA or IRA to determine instruction, and maintain running records to monitor progress  Meet with a reading group during a rotation and also do one-on-one conferencing during this time  Teacher can implement work based on skill level

11. Integrating Multiple Content Areas  Mini lessons can incorporate other subject areas  Books can be on topics being discussed in other areas (science, social studies, etc.)

12. Developing Oral Language and Reasoning Skills  Listening to reading allows students the opportunity to hear a story read as well as see it read.  Modeling of reading and reading strategies helps build reading skills.  Student independence in solving problems helps build reasoning skills.

13. Center Examples

14. Resource Library  www.thedailycafe.com/public/1971.cfm www.thedailycafe.com/public/1971.cfm  www.bainbridgeclass.com//readingworks hop.htm www.bainbridgeclass.com//readingworks hop.htm  http://www.the2sisters.com/the_daily_5.ht ml http://www.the2sisters.com/the_daily_5.ht ml  http://www.teachertube.com/ http://www.teachertube.com/  http://www.choiceliteracy.com/ http://www.choiceliteracy.com/