1. The Daily 5 Fostering Literacy Independence in the Elementary Grades Authors: Gail Boushey Joan Moser Powerpoint presentation by: Sharon Smith

2. Read to Self Research Allington, R. Learning to Read: Lessons from Exemplary First-Grade Classrooms. Morrow, L.L. Gambrell Best Practices in Literacy Instruction. Marshall, J. C. Are They Really Reading? Krashen, S. The Power of Reading: Insights from the Research. Routman, R. Reading Essentials: The Specifics You Need to Teach Reading Well.

3. The Daily Five Relies on the teaching of independence Manages the entire literacy block. Allows for three to five focus lessons and more intentional teaching. Provides students substantial time to read and write.

4. Allows for the integration of reading and writing. Incorporates a variety of clearly defined instructional routines that accelerate learning. Builds stamina to ensure longer periods of time students successfully read and write. Articulates student behaviors that culminate in highly engaged learners. Teaches students to understand and monitor their literacy goals.

5. Trust Is the underpinning of what makes The Daily Five work. Management of behavior becomes the responsibility of the students. Through lessons and guided practice, behaviors are gradually built that can be sustained over time.

6. Choice Students have choice over which of the five they will participate in first. Read to Self Read to Someone Listen to Reading Working on Writing Spelling/Word Work

7. Community Creates an environment of learning and caring among all students. Students and teachers design schedules together, as well as rules, and choosing stories to read.

8. Sense of Urgency Always teach “why” we do things. This will establish motivation and will keep them persevering. The purpose for each lesson is clear, telling students why we are taking the time to teach the ideas or concepts. Research proves reading each day is the best way to become a better reader. The best readers practice each day with books they choose.

9. Stamina Independent work time is the time for children to be practicing the components of the Daily Five. Teaching children how to read on their own for extended periods of time each day creates the self-regulated learner.

10. Stay Out of the Way Stay out of the way and let them read after you teach them what is expected, practiced the strategies, and have built their stamina.

11. “When we follow routines day after day, our students can use their energy to grow as readers and learners rather than to figure out what we expect them to do. We in turn, can focus our energy on teaching, not managing, our independent learners.” Kathy Collins, author of Becoming Readers and Reading for Real.

12. Establishing a Gathering Place “Gathering kids in front for instruction, releasing them to practice, and then bringing them back to share their thinking represents the steady flow that is at the heart of effective teaching and learning.” Stephanie Harvey and Ann Gouvis.

13. Gathering Place…. Another way to influence children to be successful Limits distractions and proximity allows you to check in on behavior Allows students time to turn and talk, engaging everyone in the conversation of the lesson. Signals a shift to provide a time for change in brain work and much needed movement. Brain and Body break

14. Good-fit Books Current research (Allington) indicates that a good fit book is one that the students can read with 99% accuracy. Reggie Routman says these books seem custom made for the students. A child’s purpose for reading, interest in a topic, and ability to comprehend play a large role in finding a good fit book.

15. I-Pick The opening lesson is an anchor chart labeled “I Pick.” I—choose a book P-urpose—Why do I want to read it? I-nterest—Does it interest me? C-omprehend-Am I understanding what I am reading? K-now-I know most of the words.

16. Anchor Charts In Reading With Meaning, Debbie Miller describes anchor charts as a method of making thinking permanent and visible in the classroom. They allow students to trace their work together, build on earlier learning, and simply remember a specific lesson. The visible learning makes up the decorations of the classroom.

17. Repeated Practice In each Daily Five lesson, the class: Auditorally brainstorms correct behaviors on the I Chart. Children model these behaviors in front of the class, so they can be seen visually. Whole class practices these behaviors kinesthetically for three minutes, allowing the behaviors to be received and stored kinesthetically for all students. The three minute practice is repeated often during the launching phase.

18. Ten steps to improve muscle memory: Identify what is being taught. Set a purpose and sense of urgency. Brainstorm behaviors desired using an I chart. Model most desirable behaviors. Incorrect model—least desirable behaviors, then most desirable. Everyone practice and build stamina. Teacher stays out of the way. Quiet signal—come back to the group. Group check in—”How did I do?” Repeat 1-9.

19. Signals Teach children to quickly respond to a signal so they know it is time to gather and check back in. Make an anchor chart and write down the ideas about what they think it might look like and sound like when they hear the signal. Write it along with the student’s name. Then read back over it and say, “let’s practice your ideas.” Have them get up, talk, move around, then give the signal. Then go back over the chart and check in.

20. Check In Check in helps students become more aware of expectations. Thumbs up right in front of their hearts if they know they were successful. Thumbs sideways if they were somewhat independent and successful.

21. Correct Model Modeling is a priority to demonstrate the importance of the behaviors you expect. Begin with a discussion of what the skill looks like. Have a student model the discussed attributes of the particular skill being learned. While the student demonstrates, point out all the behaviors.

22. Incorrect Model Ask for a volunteer to model the incorrect way. Have the student demonstrate all the things they should not do. Then have the student model the correct behaviors.

23. “When an independent reading component is added, test scores go up!” Regie Routman

24. Three Ways to Read a Book This is taught in two sessions. On the first day, start with these words: “Today, class, we are going to learn two ways to read a book. Who knows what they are?” One way is to read words. We read words to understand what is happening in the book.

25. “What is another way to read a book?” Read the pictures! Yes, reading the pictures is very important. Pictures carry much of the story’s meaning. So, it is very important to read them. You are going to be detectives today and notice what it looks like and sounds like when we read a book two different ways.

26. “First, we will read a book using pictures. Pay close attention so you can turn and tell an elbow buddy what you saw and heard when I’m through.” “Reading the pictures is one way of reading a story. What did you notice?” Now see if you can tell what is the same and different after I read you the words in the book.

27. Reading the words… Read the same story again modeling the metacognitive process of thinking aloud about our reading and comprehension that you will soon expect your students to be able to replicate. At the end of this second reading ask, “Okay detectives what did you notice?” You guys are smart, whether you read the pictures or the words or both together, you should be thinking, talking to yourself, and making meaning. Your brain will be very busy as you are reading.

28. The second day…. Review the learning from the previous day. Turn and tell your elbow buddy one of the ways we learned to read a book yesterday. Today, we will learn one last way to read a book. Retelling a story I have read before.

29. Anchor Chart Three Ways to Read a Book Read the pictures Read the words Retell the story

30. Launching Read to Self Today we are going to begin our very first day of the Daily Five. The most important thing you can do to become a better reader who love to read is to spend lots of time practicing reading. Let’s make an I chart with our ideas of why it is so important that we read to ourselves.

31. Read to Self, Independence Why: To become a better reader. Students Teacher Read the Work with Whole time. StudentsTeacher Read the whole time. Matthew Stay in one spot. Jenna Read quietly. Karyn Work on stamina. Scott Get started right away. Michelle Work with groups of students. Listen to children read. Help students with reading.

32. Modeling The student gets his/her book box, goes to the front of the group, sits down, takes out the first book, and begins to read. You will quietly go over to the anchor chart with the rest of the class. End with a round of applause.

33. Incorrect Model Find a student to model the incorrect way to Read to Self. Look at the chart for Read to Self. Is he/she staying focused? Is he/she staying in one spot? Is he/she reading quietly? Now please show us the appropriate way to read to self. Go back to the chart, review.

34. The Three Minute Start Each of you has your book box. Now you will find out where to sit during Read to Self. Then we will practice for 3 minutes. Quickly and quietly place them around the room, one at a time, at least one arm’s distance away from each other.

35. Checking Back In Look at the I chart for Read to Self, reflect on how it went. Thumb up if you were successful. Thumb sideways if you can improve. Celebrate successes. Discuss problems.

36. Three more minutes of practice Is there anything we need to add to the chart? Add suggestions, probably, not sit too close together. Take students and their boxes and place them around the room again, this time in a different place!

37. Review the lesson After the final session review the lesson for Read to Self. Tell them they are building their stamina so they can become better readers that love to read books.

38. Day 2 and Beyond Begin with a review of the lesson from the previous day. Continue to work on building stamina. Review I chart. Add one minute to practice time. Choose one or two students to model correctly. Yes, model incorrectly. Place them around the room.

39. “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, author of Do I really have to Teach Reading, I Read It, I Just Don’t Get It.

40. Focus Lessons Day 1 Day 2 Day 3-Discuss where to sit, how to choose, continue as in days 1 & 2, adding minutes each day, extending stamina. Day 4-Continue to review chart, review how to choose good fit books.

41. Read to Someone Helps children learn to collaborate. Helps readers become more self-regulated. Research shows that taking turns listening to a partner read increases reading involvement.

42. Read to Someone increases: The volume of reading. The level of attention. Reading motivation. Fluency. Reading accuracy rate. Word Attack skills. The love of reading.

43. Introducing Read to Someone: Ask the children, “why do you suppose we would want to read to someone everyday?” Answer: Because fun and getting better at reading are two of the most important reasons we read to someone. It helps our fluency. We can practice our reading skills and strategies.

44. Read to Someone (Anchor Chart) Urgency: Helps us become better readers Best way to practice fluency. It is fun. StudentsTeacher Sit EEKK*work with students Use a soft voice Read the whole time Stay in one spot Get started right away

45. Read to Someone Day One: Begin with EEKK Voice level Read One book Check for Understanding Go back over the I chart.

46. More about check for understanding Tell students to read along with their eyes and their ears because you will be checking for understanding. Have the partners switch jobs. If the partner does not summarize correctly, teach them to say, “That’s not what I read.” First partner rereads again. Summarize again.

47. Ways to Read to Someone (anchor chart) I read, you read Read one book Read two different books Read chorally Always check for understanding

48. Focus lessons day 2 Day 2—I read, you read

49. Read-to-someone focus lesson day 3 Strategies for how to choose books (make an analogy to choosing which game to play with a friend) “Let’s Make a Deal” Add “How to choose books” to anchor chart

50. Read-to-someone Day 4 choosing your own classroom spot Review the I chart for Read to someone Pick their partners Go by pairs and get reading boxes Decide how they will do read-to-someone Pick books

51. Read-to-someone Day 5 How to choose a Partner Review the I chart for Read to Someone Prepare a blank chart for “How to Choose a Partner” Brainstorm after you discussed.

52. Read-to-someone Day 6: Coaching or Time? Review previous day’s learning. Anchor chart Coaching Sheet

53. Listen to Reading Day 1—Brainstorm I Chart of expected behaviors. Model and practice material setup of tape/CD player, book, headphones. Model and practice listening and following along with the words and pictures.

54. Listen to Reading Day 2 Begin by reviewing I chart. Model and practice putting materials away. Day 3 Begin by reviewing I chart. Model and practice by listening to a short story, finishing it, and starting a new story. Model and practice what to do if work time is up before the story is finished.

55. Listen to Reading Day 4-Review I chart Discuss the number of recorders available. Decide on a way that allows all to participate.

56. “You don’t learn to write by going through a series of preset writing exercises. You learn to write by grappling with a real subject that truly matters to you.” Ralph Fletcher

57. Work on Writing and Word Work Set purpose—discuss with elbow buddy why you think it is so important to write everyday. Begin I chart Establish urgency -Helps us become better readers and writers, we care about writing and the people who read it, choice, it is fun, works on fluency of writing

58. I Chart Work on Writing

59. Work on Writing Focus Lessons Day 1-model what to do when writing words they can’t spell. Then brainstorm I-chart. Day 2 Brainstorm and practice where to sit. Brainstorm and practice what materials to use during writing.

60. Work on writing Focus Lessons 3 and 4 Day 3 What to write about, make a list of topics, make a list of forms, post lists for students’ reference. Day 4+ continue to teach the forms and traits of writing according to the district standards. Once a focus lesson is taught, students work on writing to build stamina.

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

62. I-Chart for Word Work Materials Setup and Independence StudentsTeacher One person takes out materials of his choice and sets up in a quiet location. Work with students. Stay in one spot until time to return. Work the whole time. Try your best. Work on stamina. Work quietly. Get started quickly.

63. I-chart for Word Work How to use Materials Independence StudentsTeacher Work the whole time.Work with students. Stay in one spot except to get or return materials. May return one set of materials and get another set to work with. Work quietly. Work on stamina. Try your best. Get started quickly.

64. More focus lessons for word work Word sorts Adding words to their collection. Add words to their word study notebooks that relate to the strategy taught that day. (blends, chunks, etc.) Practice basic words most often misspelled. Open sort and write words in word study notebook. Closed sort and write words in word study notebook. List words that belong to a pattern in notebook.

65. Cafe C omprehension A ccuracy F luency E xpand Vocabulary

66. The Café System The teacher keeps a notebook with a few key record keeping forms, a calendar, individual student conference forms and strategy group planners.

67. The Café System Children meet with the teacher during literacy workshop conferences to be assessed, receive focused explicit instruction, to set goals, and to follow up on progress. The teacher keeps track of progress on the goal sheet in the notebook and schedules the next conference on the calendar, and the child posts his or her goal on the class Café chart.

68. The Café System The teacher plans small group instruction based on clusters of students with similar needs in one of the Café categories. These groups are flexible, based on needs rather than reading levels. Teaches may meet with groups of children reading at different levels but working on the same goal; for example: fluency or expanding vocabulary.

69. The Café System Whole group instruction is based on needs that emerge for many children, often using texts from whole class read-alouds or other shared materials.

70. “When reading instruction in the regular and remedial settings is different, instruction in one setting subverts instruction in the other by making it difficult for readers to apply newly learned skills.” Richard Allington and Peter Afflerbach, 1985.

71. Does each student receive the same amount of instructional time? Do some readers need more or less and is that fair?

72. The Pensieve Section 1: Teacher Notes Calendar—this is crucial for keeping track of our commitments to students and for making certain we are not overcommitted throughout the week. Helps us to focus on what will be accomplished day by day in reading workshops between conferences when we and the student commit to a date on the calendar.

73. You will also use your calendar for strategy group meetings. Keeping track form—this is just a simple grid with each child’s name on it and the date of our conference so that we have a record of when we have met with each child.

74. Strategy groups Use the strategy group form to create flexible groups based on similar goals among students. THESE ARE NOT ABILITY GROUPS. They may be a small group of students all on different levels. At the completion of each individual assessment (conference) we turn to the strategy group form and check to see if another student has the same need.

75. Section 2—TABS for each child Each child will need his/her own tab. Behind the tab you will need to have a Café Menu, Reading Conference Form, and a Writing Conference Form.

76. Café Step by Step Before school starts put up the Café board low enough for children to access it and large enough to be added to all through out the year. Do not introduce all these strategies to students at the start of the year. When students enter the room all they should see is the board with its bright colors. Each heading will have a brief definition under it.

77. Under each heading is a blank rectangular sheet of paper awaiting students’ handwritten names on sticky notes. The sticky notes become visual cues of their goals as they settle into workshop.

78. First Day—First Read Aloud Begin with a read aloud of a picture book to teach the first strategy: Check for Understanding. This is ALWAYS the first strategy at all grade levels, everything you do will be anchored in COMPREHENSION and monitoring the making of meaning. Now introduce the Café board to them.

79. First Day—Second Read Aloud Whole Group Strategy Lesson Two Now you are ready to begin establishing the Daily Five routines for independent work. Tell the students you have a wonderful book to read and you will again be modeling the comprehension strategy CHECK FOR UNDERSTANDING. Point to the strategy card and remind them that comprehension means, “I understand what I read.” The next strategy is cross checking and fits under Accuracy on the Café menu. Accuracy means “I can read the words.”

80. Cross Checking (strategy card)—Do the pictures and/or words look right, sound right, and make sense? Now add this to the Café menu.

81. First Day-Third Read Aloud Whole Group Strategy Lesson Three Tell the students that you are excited to introduce to them another Café menu item, Expand Vocabulary. Expand Vocabulary means to know, find, and use interesting words. Teach them the urgency of learning more and more new words so they can read them and know what they mean as well as use them in their reading and speaking.

82. Continue to model: Check for Understanding and Cross Checking as you are teaching them to Tune In to interesting words. Tune In to Interesting Words (Strategy Card) and use new vocabulary in speaking and writing. Post this under the Expand Vocabulary section of the Café menu.

83. Second Day: Whole-Group Strategy Lesson One Back Up and Reread Model reading. Use Check for Understanding — but model not remembering what you just read. Now model Back Up and Reread telling them the secret is to really pay attention, reading more slowly, and thinking about the meaning.

84. Point out to them you just used two strategies to help yourself remember your reading: Check for Understanding and Back Up and Reread. Back up and Reread- now add this strategy card to the Café menu under comprehension.

85. Individual Conferences: Assessment to Instruction Assess individual student. Discuss finding with student. Set goal and identify strategies with student. Student declares goal on menu and in the notebook. Teacher fills out Individual Reading Conference form. Teacher fills out Strategy Groups Form. Instruction.

86. Conference Form with Icons Pencil-jot down the title of the book the student is reading. Eye-observe what the student is doing related to the goal and write it down. Brain-think about what the focus for the conference will be. Do you need to teach what you had previously planned or change based on your observation?Write down the focus on the conference.

87. Target-two arrows: The first arrow always relates to comprehension. The second is a strategy that relates to the student’s specific, individualized reading goal The “NEXT” arrow-talk to the student about when we will next meet to check on his/her progress and schedule an appointment on the calendar in the pensieve.

88. Step 1: Assess Individual Student When we meet one on one we administer the DRA, running record, or Individualized Reading Inventory. Check for concepts of print for emergent readers. Do a fluency check for more advanced readers. Determine their strengths as readers and the greatest area of need.

89. Step 2: Discuss Findings with Students Tell me about yourself as a reader. Let me tell you about what I noticed about you as a reader. Begin with praise. Now in front of them, write it down under the Strengths heading on the conferring sheet for that student.

90. Step 3: Set Goal and Identify Strategies with Student “ One of the areas I am going to help you with to become a better reader this year is….” Pick a strategy, give it a go, and then make sure you check back in to see if it is moving the student forward as a reader. Write it down under the goal heading on the conferring sheet in front of the child. Write the strategy Check for Understanding there as well.

91. Step 4: Student Declares Goal on Café Menu Allow the student to choose a sticky note from your basket. Have a selection of different colors and styles helps them see their note on the menu. It is a visual cue. Have them write their name on it and place it under the goal heading on the Café Menu you have determined they need to work on. Older students will also write this in their reader’s notebook and mark their goal on their own personal Café Menu with a highlighter and the date.

92. Step 5: Teacher fills out Individual Reading Conference Form Now you will flip to the student’s Individual Reading Conference form. At the top of the form, write the name of the student, strengths, and goals. This helps you keep track of your individual conferences and coaching sessions.

93. Step 6 Teacher Fills Out Strategy Groups Form Now you will turn to your strategy groups form in your pensieve. Ask yourself, “Is there anybody else that needs this same goal and strategy?” If not, write down Goal: comprehension and Strategy: Check for Understanding.

94. Now start a list of students who would benefit from this group. If this is not the first student for this goal and strategy, you will simply write their name in the box labeled with this goal and strategy. This helps you keep track of your work with all of your small groups.

95. Add the completed form to the Pensieve. Show students their section of the Pensieve and let them know you will be working together on their goals and strategies each time you meet. Tell them this form will you both keep track of their learning. Now have them tell you their goals they will be working on before you meet again.

96. Step 7: Instruction Guided by each student’s individual assessment.

97. “When getting done takes precedence over the doing, when finishing becomes more important than the figuring out, we’ve lost sight of why we became teachers in the first place.” Debbie Miller, 2008.

98. Coaching toward a Target Step 1-Check your calendar for appts. Meet with your scheduled conferences first! Step 2-Prepare for the Conference—review the information from the last conference—what was the teaching point? What was the follow-up the student should be working on? You should be focused on what happened at the last conference.

99. Whole Class Instruction Brief explicit instruction Introduce a new strategy Refer to ones students have already been exposed to in the past, reteaching, reinforcing, and helping students see new possibilities for how they help them as readers. Ex: “Now that you are comfortable with the inferring strategy, let’s look at how cross checking works with inferring to help you make sense of the text.”

100. Whole Class Lesson Elements Identify what is to be taught and share the “secret to success” with the strategy. Teach the strategy. Anchor to text. Model, reinforce, or explain. 1-5 minutes. Students practice with a partner. You will listen and observe.

101. Select a student to write and illustrate the Café menu strategy card. Review the strategy Encourage practice during independent reading time. Post the strategy after independent practice, at share time. Connect new strategies to strategies already on the Café menu board.

102. Good Fit Books Lesson Introduces the goal of fluency with the strategy of choosing books that are a good fit. Shoe analogy Interest Comprehending what we read Knowing most of the words

103. Infer and Support with Evidence Introduce the inferring game. Take clues and figure out what is happening. Write the clues that helped us to understand. Use prior knowledge and think about these words. Now you work with your elbow buddy, decide who will be first, now I will say a statement, you lean in and tell your buddy your clues, and what you think is happening.

104. Summarize text Summarizing is taking larger chunks of text and reducing them to their bare essentials; the gist, the key ideas, the main points that are worth remembering. I am going to read this picture book to you and at the end we are going to summarize what happened.

105. You will need to remember we are checking for understanding and thinking. Each time we stop and check for understanding we are gong to write key phrases of that thought on our chart. When we finish we will pick out the most important ones and combine them into a summary.

106. Now let’s reread our phrases to be sure they are all necessary and then combine them into one paragraph. Eliminate any unnecessary pieces and rewrite the phrases into a short paragraph.

107. Does it give us the gist of the whole story? Is it in order? This is an example of how we summarize a story. Model for an entire week. When students begin grasping the idea, they begin writing the phrases. We gradually release the responsibility to them. This strategy will be another one we work on all year long.

108. Expand Vocabulary As you are reading aloud, stop and focus on a word. “The rain came down in a deluge.” We love to say that word! What do you think it means? Let’s reread the sentences around it to see if we can decide the meaning of the word.

109. Ask students what they think. When one of the students tells you a correct answer say, “Let’s see if that makes sense.” (raining very hard) Reread the sentence putting in their words instead of the vocabulary word you were focusing on.

110. “It was raining so hard it was difficult to breathe or see.” Does that fit? We could use that word a lot. Let’s add it to our word collector. Add it to your word collector chart. Now add a definition and a picture.

111. Finally, turn to your elbow buddy. Each of you use the word deluge as if you were talking to someone at home or in a piece of writing. This is a wonderful transition activity when lining up. Just choose a word from the word collector.

112. Strategy Groups Use the Strategy Group Form Guided reading is still the main model. Students move in and out of these groups all year long. Reading level is not how these groups are grouped together.

113. These students may all be reading at different levels!! These may not begin for several weeks. The students bring their book boxes. They begin reading quietly. You listen in. Then stop them and reinforce this group’s goal.

114. Now you model using a book. Place the book in front of them so they can practice with you. Model for just a minute or two. Then they get a book out of their book box and practice. You listen in.

115. As you listen in, you coach as necessary. Then reinforce the target for the group. What is your goal? What is the strategy you are working on? Plan when you are meeting again, the next day, two days, etc? Rule of thumb-one minute per year of age.

116. Step 3-Observe the Student and Listen to Reading “I see that you are reading. Would you read so I can listen in?” Step 4-Reinforce and Teach What is the one thing you should teach this student today?

117. Step 5-Practice the Strategy Now observe him/her practice the new strategy.

118. Step 6-Plan “This is what I am seeing, or this is what I am hearing.” This is what I think our next step should be. It could be continued practice. (Sticky notes to mark thinking or notebooks.) All students are expected to work independently between conferences on a particular skill or st rategy.

119. Step 7—Encourage Always use specific praise to savor their growth. Now they will tell you the goal or strategies they are working on.