1. Powerpoint prepared by: Allison Behne
The Daily Five
By:
Joan Moser
and
Gail Boushey
Powerpoint prepared by: Allison Behne

2. Would you like to successfully…
Differentiate instruction in your classroom?
Teach children in small groups?
Confer individually with students?
Do all of this while the rest of your class is fully engaged in independent reading and writing activities?
Are you expected to teach each child at their level according to their learning styles while having 20 – 22 students in your room? The Daily Five structure allows you to do this while the rest of the class is actively engaged in reading and writing activities.

3. What is The Daily Five?
The Daily Five is a literacy structure that allows for differentiation in the classroom and provides consistency.
It is an integrated literacy instruction and classroom management system for use in reading and writing workshops.
It is a system of five literacy tasks that teaches students independence.

4. What sets The Daily Five Apart?
For Teachers….
Deliver 3 – 5 whole group lessons each day
Teach 3 – 4 small groups of children each day
Confer with 9 – 12 individual students each day
Hold all students accountable for eyes-on-text
For Students…
Engaged in the act of reading and writing for extended amounts of time
Receive focused instruction on building and maintaining independence
Receive tailored instruction through whole group, small group, and/or individual conferring, by their skilled classroom teacher, each day

5. Since 1946, research shows that kids need to…
Since 1946, research shows that kids need to…. * read to be better readers * write to be better writers
Reggie Routman and Richard Allington show that we are use to teaching 80% of the time and practice 20% of the time….
Now we know it needs to be us teaching 20% of the time and students practicing 80% of the time. It is the same as sports, you have to physically practice to get better!
Research from Regie Routman and Richard Allington

6. Literacy Block Development Over Time Seatwork Basal Program
Centers
Workshop
Daily Five

7. The Daily Five is…. Tasks System Structure 5 tasks
Teaching all students independence
Structure
Providing consistency

8. The Daily Five does NOT hold content, it is a structure
The Daily Five does NOT hold content, it is a structure. Content comes from your curriculum.
Work on writing = structured time to write
Read to self = structured time to read

9. BRIEF whole group instruction
What does it look like?
BRIEF whole group instruction
One round of Daily 5
2nd round of Daily 5
3rd round of Daily 5

10. Brain research from Michael Grinder shows that a child’s age is equal to how many minutes of direct instruction they can stick within the upper cortex of their brain. After that time, thinking shifts to the lower cortex (which controls eating, sleeping, breathing) This is why direct instruction lessons are BRIEF!!
Research from Michael Grinder

11. Why is it called The Daily Five? There isn’t time for five rounds!
It is called The Daily Five because there are five literacy components for children to choose from when they go off to work. These components are:
Read to Self
Read to Someone
Listen to Reading
Work on Writing
Working with Words
It is NOT called The Daily Five because they have to do all 5 each day.

12. These foundations are important to The Daily Five: Trusting students
Providing choice
Nurturing community
Creating a sense of urgency
Building stamina
Staying out of students’ way once routines
are established
Trusting children is the underpinning of what makes the Daily Five work. When trust is combined with explicit instruction, our students acquire the skills necessary to become independent learners. The Daily Five works because we gradually build behaviors that can be sustained over time so children can easily be trusted to manage on their own.
Although giving children the power to choose makes us a little nervous, it puts them in charge of their own learning, is self motivating and will improve their skills. Purpose + Choice = Motivation.
A sense of community provides members with ownership to hold others accountable for behaviors of effort, learning, order, and kindness. During Daily Five the class becomes a community that works together to encourage and support each other.

13. Trusting Students
Trusting children is the underpinning of what makes the Daily Five work.
When trust is combined with explicit instruction, our students acquire the skills necessary to become independent learners.
The Daily Five works because we gradually build behaviors that can be sustained over time so children can easily be trusted to manage on their own.

14. Purpose + Choice = Motivation
Providing Choice
Although giving children the power to choose makes us a little nervous, it puts them in charge of their own learning, is self-motivating, and will improve their skills.
Purpose + Choice = Motivation

15. Nurturing Community
A sense of community provides members with ownership to hold others accountable for behaviors of effort, learning, order, and kindness.
During Daily Five the class becomes a community that works together to encourage and support each other.

16. Creating a Sense of Urgency
Answers the questions “Why do we have to do it?” & “What’s in it for me?”
When people understand the reason for a task, it establishes motivation and becomes a force that keeps them persevering.
Sense of urgency comes from understanding the why.
The feeling that reading is so important they can’t and won’t let anything get in their way. (Story of principal in room and little girl talking to him.)

17. Building Stamina
Lays the foundation for success as it gives children the support they need.
Teaching children how to read on their own for extended periods of time each day creates the self-winding learner that is actively engaged in the reading process because they have the stamina to be independent.
Gail at gym… if you start with a task children have no stamina for or lack the ability to do, they are doomed for frustration and failure.

18. Stay Out of the Way
How can students make decisions on their own and monitor themselves regarding their progress if they are never given the chance to try it on their own?
After training, children understand what is expected of them, have practiced the strategies, and have built their stamina… now we need to stand back and let them be independent.

19. 10 Steps to Teaching and Learning Independence
1. Identify what is to be taught
Today we are going to…..
2. Setting Purpose – Sense of Urgency
Tell the students why…
3. Brainstorm behaviors desired using an I chart
What does it look like, sound like, feel like?
Read the whole time.
Stay in one spot.
Read quietly.
Get started right away.
4. Model most desirable behaviors
Show what it looks like – 3 dimensional
As they do this, go over I chart and then ask: “Will ____ become a better reader if he does this?” (Self assessment is so important.)

20. 10 Steps to Teaching and Learning Independence
5. Model least desirable behaviors
Michael Grinder calls this “training your muscle memory”. As a child is modeling this, go through chart and ask children, “Will ___ become a better reader if he does this?”
Then, have the child show you he/she can do it correctly.
6. Place students around the room
Children want to be comfortable
At the beginning we place them and after awhile we show them how to choose. We ask them, “Where do you read best?”
7. Everyone practice and build stamina (3 minutes)
Don’t set timer, look for body clues.

21. 10 Steps to Teaching and Learning Independence
8. Stay Out of the Way
Use “the magical power of a teacher’s eye”
Watch for “The Barometer Child”
9. Quiet Signal – Come back to Group
When stamina is broken, use signal.
10.Group Check In – “How Did You Do?”
This is time for self reflection and sharing.

22. Establishing a gathering place for brain and body breaks
P. 28 – Although the foundations of D5 create a strong base for student independence, there are also key materials, routines, and concepts we introduce to children in the first days of school that are crucial to the success of the program:
Establishing a gathering place for brain and body breaks
Developing the concept of “good-fit” books through a series of lessons
Creating anchor charts with students for referencing behaviors
Short, repeated intervals of independent practice
Calm signals and check-in procedures
Using the correct model/incorrect model approach for demonstrating appropriate behaviors

23. 1. Establish a Gathering Place
Open space large enough for the whole class to come together and sit on the floor.
Regardless of the age of children we teach, we always have a gathering place.
Distractions are limited and proximity allows us to check in on behavior more effectively
Students are able to turn and talk to each other, engaging everyone in the conversation of a less
Gathering on the floor signals a shift in activity and thinking
- It provides time for a change in their brain work along with much need movement of their bodies (Brain and Body Break).

24. 2. Good-Fit Books
Research indicates that an independent-level or good-fit book for children is one they can read with 99% accuracy. (Richard Allington, March 2005)
Higher levels of oral reading error rate are linked to significant increases in off-task behavior. (Gambrell, Wilson, and Gantt, 1981)
It is essential to spend focused classroom time teaching our children to choose books that are a good fit for them and they enjoy.
There is more to choosing a good-fit book than just reading the words. A child’s purpose for reading, interest in a topic, and ability to comphrehend play a large role in finding a good-fit book.

25. 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
* After they grasp the concept of I PICK,
have them model their book choices in
front of whole class.
Shoe story (P. 30 & 31)
Variety of books…. Where are places you can get books to increase your library?

26. Setting Up the Book Boxes
Have a separate book box for each student.
Use small plastic tubs, cereal boxes, or even ask parents to send one with each child
5 – 10 books in box
Self-selection of books depends on age
Journal and pencil
Book box has assigned spot it is kept

27. 3. Anchor Charts
Large charts created based on what children have to say
One way to make thinking permanent and visible in the classroom
Allow class members to build on earlier learning or remember a specific lesson
As each component of the Daily Five is introduced, the class comes together to make an anchor chart, which is called an I chart. The I chart allows children’s thinking about student and teacher behaviors during Daily Five to be recorded on a chart and displayed.

28. 4. Short Intervals of Repeated Practice
The brain receives input through 3 different external memory systems: visual, auditory, and kinesthetic.
Memory stored in the kinesthetic system evokes the longest memory.
To activate this system, kinesthetic learning experiences are provided and then labeled so children hear and feel what they are doing. This movement is stored in muscle memory and becomes part of their
default behaviors.
Class auditorally brainstorms correct behaviors on I-chart
Model these behaviors in front of class so they are seen visually
Whole class then practices behaviors kinesthetically for 3 min., allowing the behaviors to be received and stored kinesthetically for all students through their muscle memories
Daily review of I-chart, modeling of behaviors in all 3 memory systems, therefore becoming part of the children’s default behaviors.
3 min. practice is part of the process of successfully preparing children for extended periods of independent work.
As soon as one child goes off task during practice time, a signal should be given to stopa nd gather students back together to review how it went. We NEVER want children to continue with off-task behavior because they will train their muscle memory the wrong way.
When all children are successful with 3 min, one min. is added to each practice.

29. 6. Correct Model/Incorrect Model
Complete I-chart and discuss
Have one student model correctly while pointing out all of the wonderful behaviors the student is demonstrating
Then, model incorrectly…
Pick child carefully… one that would want the attention of doing it “wrong”.
Most children laugh, but deep learning occurs after the incorrect model.
After revisiting I-chart about incorrect behaviors, ask child to then demonstrate correctly.
This way, the child has shown he/she is capable of being successful.

30. 5. Signals and Check-in SIGNALS
Teach children to quickly respond to a signal so they know it is time to gather and check back in.
You want something that will grab attention but not break the tone of a classroom.
Explain the signal and its purpose on the first day of the year. Make an anchor chart together and write down ideas about what it would look like and sound like in the room when the signal goes off. Then, practice, practice, practice! Each time revisiting the
anchor chart in-between!

31. Teaches children to be self-reflective.
CHECK-IN
Teaches children to be self-reflective.
Thumb up by heart if they know in their hearts they were independent and successful.
Thumb to the side if they were somewhat independent and successful but could do better.
No thumbs down – this only gives negative attention to those who
thrive on it.
(1:00)
Thumbs-up, in front of heart, to show they knew in their hearts they were independent and successful with that behavior.
Thumbs sideways if they thought they were someone independent and successful but could do better
Thumb is only for reflection, don’t worry about others
Don’t put thumb down… we are all works in progress and don’t want to encourage those who thrive on negative attention.

32. 5 Tasks of The Daily Five Read to Self Read to Someone Work on Writing
Listen to Reading
Word Work

33. Read to Self
Introduce 3 ways to read a book:
Read the words
Read the pictures
Retell a story you have heard before
Follow the 10 steps of teaching independence for “Read to Self”. Introduce, set purpose, create I chart, model, practice, self-assess
*Add more time each day until you hit desired goal. Continue to revisit I chart each day.

34. Work on Writing
Create I chart of what it will look like, sound like, and feel like. It should include desired student and teacher behaviors and resemble the I chart from Read to Self.
Day One - Model what to do when writing words you can't spell.
Day Two – Practice where to sit & what materials to use
Day Three – What to write about…
Make a list of topics (vacation, dog, sisters, etc.)
Make a list of forms (letters, lists, narrative)
Post lists for students’ reference
Day Four – Continue to teach the forms and traits of writing according to your district curriculum.
* Once a focus lesson is taught, students work on writing – building stamina.
* Add a few minutes each day until primary students are up to 20 min and intermediate students can sustain for 30 – 40 minutes.

35. Choice
We are motivated, engaged, and productive when we are in control of our schedules. Why should our children feel any differently? This is why choice is so important!
Introduce choice as one of the most exciting things ever! Let the children know you trust them to be independent during the time they work on their Daily Five choice just like they have learned and practiced.
Remind them to make a choice that feels right for their brain and their body.
Have the children close their eyes and think about which Daily they would like to begin with. Tell them to make a picture in their mind of what their body looks like, sounds like, and feels like when they are engaged in that choice.
Then, grab your check in sheet and begin! There are many different versions of a check in sheet. Use what works best for you!

36. Read to Someone
Day One – Brainstorm I chart and teach EEKK (elbow, elbow, knee knee)
Day Two – Model and practice how partners read.
* Teach I Read, You Read – taking turns
* Teach Checking for Understanding – asking questions about the story, “I just heard you read…”
Day Three – Brainstorm and practice How to Choose Books – talk and make a deal or rock, paper, scissors
Day Four – Brainstorm and practice where to sit in the room.
Day Five – Model and practice “How to Choose a Partner”.
Day Six - Model and practice “Coaching or Time”.
Once a focus lesson is taught, students read to someone and build stamina.
Each day add a few more minutes until they are up to 20 min. for primary and 30 – 40 min. for intermediate students.

37. Listen to Reading Day One – * Brainstorm and practice I chart,
* Model and practice material setup and how to use it
* Model and practice listening and following along with words and/or pictures
Day Two - * Review I chart
* Model and practice putting materials away neatly
Day Three - * Review I chart
* Model and practice listening to a short story, finishing it, and starting a new story
Day Four - * Review I chart
* Discuss the number of recorders/computers available
Listen to reading – reviewing the I chart video
(6:00)

38. Other focus lessons for Word Work might include the following:
Working with Words
Day One - * Introduce optional materials and their locations to students.
* Brainstorm I chart of how to set up materials and how to work with them independently
* Model finding the materials, materials placement in the room, and setup of materials
* Brainstorm chart of how to clean up
* Model materials placement in the room, setup, and cleanup of the materials
Day Two - * Model and practice materials setup, materials placement, and cleanup of materials
* Brainstorm I chart – “How to Use Materials”
* Model and practice student behaviors of how to use materials
* Continue building stamina of working with materials, adding 1 – 2 minutes each day
Other focus lessons for Word Work might include the following:
Add words to word study notebook that relate to the strategy taught that day
List words that belong to a pattern and add to word study notebook
Word sorts
Adding words to their collection
Practicing basic words most often misspelled
Each day add a few more minutes until students are independently working with these materials for the desired amount of time.

39. Working with Words Ideas for Word Work:
Shell spell using spelling words or words from word wall
Playdoh (pinch and poke / roll)
Write the room
Pipe cleaners
Rainbow write
Wikki sticks
Dry erase boards
Beans
Bingo dabbers
Alphabet stamps
Magnetic letters
Clay (press in lid of coffee can and write with a golf tee)
Magnadoodle
Jr. Boggle game
Scrabble tiles
Chalk boxes (spray cardboard box with chalk paint)
Etch a sketch
Have participants share any ideas they have

40. Daily 5 With a Sub Pre-type plans and fill in lessons
The children are so well trained in routine it is not hard to do!
Kids are learning as they do daily, it creates less interruption because they do their regular routine even though you are absent.
Substitutes reported back that they enjoyed D5 and many even bought book!
Show lesson plans

41. If you encounter problems… ask yourself these questions:
Did I allow enough time for training muscle memory?
Have I reviewed the I-charts?
Am I staying out of the way and allowing the children to work independently?
Am I allowing choice?
Are some children allowed to share each day?
Have I had behaviors modeled correctly and
incorrectly?
Who can I collaborate with for support?