1. Main Menu Main Menu for Launching Daily 5 Read to Self Work on Writing Read to Someone Listen to Reading Word Work Three Ways to Read a Book Day 1, Day 2Day 1Day 2 I-PICK a good fit book I-PICK a good fit book Choose a Successful Spot Choose a Successful Spot EEKK Voice Level Check for Understanding How Partners Read How to Get Started Coaching or Time? How to Choose a Partner Main Menu Click on this button to return to the main menu. Click on the buttons below to go to each section of Daily 5. Click on these buttons to go to Daily 5 bookmarks to watch a video.

2. Read to Self Read to Self 10 Steps to Independence Read to Self 10 Steps to Independence BEFORE Launching:Launch Three Ways to Read a Book Day 1, Day 2Day 1Day 2 I-PICK a good fit book Choose a Successful Spot Start by placing students around the room modeling the reasons you are using, then add their own choice. Step 1Identify what is to be taught (Read to Self) Re-teach 3 Ways to Read a Book & I-Pick a good fit book. Step 2Set a purpose and create a sense of urgency: The BEST way to become better readers is to practice every day with “Good fit” books that you picked out yourself! It is fun! Step 3Record desirable behaviors on an ichart. Read to Self StudentsTeacher Read the whole time. Stay in one spot. Read quietly. Get started quickly. Work on reading stamina. Works with students. Step 4Model most desirable behaviors. Step 5Model least desirable behaviors, then model most desirable behaviors again. Step 6Place students around the room. Re-teach Choose a Successful Spot. Step 7Practice and build stamina. Step 8Stay out of the way. Step 9Use a quiet signal to bring students back to gathering place. Step 10Conduct a group check-in; ask “How did it go?” Main Menu

3. 3 Ways to Read a Book (1) Three Ways to Read a Book (Day 1) We begin our teaching each year with modeling "3 Ways to Read" using a short picture book. It sounds like this: "Girls and Boys, there are three ways to read and I am going to show you how to do all three. First I am going to read the pictures. Let see, the cover of this book has a big world and 5 different people on the front; I think this book is going to be about these five people. Here is the first page, here are those five people again and there are white houses in the background. They are holding a sign." We continue through the story telling about the pictures, at the end of the reading we say: “Boys and girls, you just watched us read the pictures,” we say as we continue the lesson. “Turn and tell an elbow buddy what you noticed. Make sure you both have a turn to share, and see if you can come up with at least two different things.” After students have a chance to talk, we call on a few students, asking them to tell us what their partners said. This establishes a culture where it is absolutely expected that we listen carefully to one another and not just wait for our turn to talk. Boys and Girls I just showed you one way to read and that is by reading the pictures. I am going to write that down on our chart to remind us of the 3 ways to read. “As I read the words this time, continue to be a detective and see what you notice.” We read the text (or a portion of the text if it is a longer picture book) of the same story, again stopping periodically to think, wonder, and ponder over words, characters, storylines, and so on, modeling the reading and comprehension strategies that we will soon expect students to replicate. At the end of our reading we say, “Boys and girls, turn and tell your elbow buddy what you noticed. If you went first last time, let your partner go first this time. Be ready to share your partner’s thinking with the rest of us.” Students notice, or we guide them to notice, that whether we are reading the words, the pictures, or a combination of both, thinking and engaging with the book continuously punctuate our reading. There is nothing passive about being a reader. Return to Read To Self Main Menu

4. 3 Ways to Read a Book (2) Three Ways to Read a Book (Day 2) On day two, we begin a lesson by reviewing that we know two ways to read a book. “Please put a thumb in the air if you remember the two ways to read a book that we learned about yesterday,” we say. Many thumbs go up. “Please turn and tell your elbow buddy one of the ways, and see if he or she can remember the other way. “Great! I heard ‘read the words’ and ‘read the pictures.’ Now we are going to look at one last way to read a book, and that is retelling a story I’ve already read. This is the book I read to you before. Because I already read you the words and the pictures, it is still pretty fresh in my mind, so watch closely and I’ll show you what it looks like and sounds like when you retell.” We go through the book page by page, retelling the story as we go. “Did you notice that I used the pictures and what I remembered from reading the words to retell the story? It is a fun way to read a book, especially a favorite book! Today, while you are building your stamina during Read-to-Self time, you may choose to read the pictures, read the words, or retell a book you already read.” It is essential to teach what it looks and sounds like to read the pictures, read the words, and retell, regardless of the age and grade level. When children understand the three ways and the thinking that goes along with each, they will be able to practice effectively, becoming independent at reading for extended periods of time. As we read the book— whether it be reading the pictures, reading the words, or retelling the story— we also pause periodically to model Check for Understanding, the first reading strategy from the CAFE Menu, which we teach each year Return to Read To Self Main Menu

5. Good Fit Books Reinforce lesson every day for first 2 weeks. Then Reinforce every week. Have principal, vice-principal, librarian, custodian – ALL reinforce lesson. Divide book box with “tag board” into “read the Words” and “read the pictures” books. Put sticky note on “read the words” books. Students use sticky note to tally how many times they read this book – must read them 1-2 times in daily 5 before going on to “read the pictures” books. See video. Good Fit Books Return to Read To Self Main Menu

6. Choosing a Successful Spot “Each day as we have been practicing and building our stamina, I have been picking your spots for you and placing you around the room. You have experienced many different places and you know where you have stamina and can be successful. Today you will select a spot to read using what you know about best places for you to work. What will you take into consideration before you choose a spot to sit and begin?” Since students have practiced daily and felt how different spaces feel, they will come up with things like this: Sit on chairs or on the floor, as long as we can sit EEKK (see page 92). Sit at least an arm’s length away from other classmates. Leave room for the teacher to confer with us. If possible, turn our bodies so our voices will go away from students around us. Pick a place that is comfortable so we can build stamina. Boushey, Gail; Moser, Joan (2014-02-28). Daily Five, The (Second Edition): Fostering Literacy in the Elementary Grades (Kindle Locations 1325-1334). Stenhouse Publishers. Kindle Edition. Return to Read To Self Return to Read To Someone Main Menu

7. Work on Writing Work on Writing 10 Steps to Independence Work on Writing 10 Steps to Independence BEFORE Launching teach :Launch Underline Words You Don’t Know How to Spell, and Move On. Set Up a Notebook. Choose What to Write About. Step 1Identify what is to be taught (Work on Writing) Step 2Set a purpose and create a sense of urgency: The BEST way to become a better writer is to write each day. It is fun! Step 3Record desirable behaviors on an ichart. Work on Writing StudentsTeacher Write the whole time. Stay in one spot. Work quietly. Get started right away. Work on writing stamina. Works with students. Step 4Model most desirable behaviors. Step 5Model least desirable behaviors, then model most desirable behaviors again. Step 6Place students around the room. Re-teach Choose a Successful Spot. Step 7Practice and build stamina. Step 8Stay out of the way. Step 9Use a quiet signal to bring students back to gathering place. Step 10Conduct a group check-in; ask “How did it go?” Main Menu

8. Listen to Reading Listen to Reading 10 Steps to Independence Listen to Reading 10 Steps to Independence BEFORE Launching teach how to:Launch Set up Technology Listen and Follow along Manage fair use with a limited number of devices What to do if there is a problem Step 1Identify what is to be taught (Listen to Reading) Step 2Set a purpose and create a sense of urgency: It helps us become better readers. It helps us learn and understand new words. It is fun! Step 3Record desirable behaviors on an ichart. Listen to Reading StudentsTeacher Get materials out. Listen the whole time. May listen to another story if time. Follow along using pictures and/or words. Stay in one spot. Listen quietly. Get started quickly. Put materials away neatly. Works with students. Step 4Model most desirable behaviors. Step 5Model least desirable behaviors, then model most desirable behaviors again. Step 6Place students around the room. Step 7Practice and build stamina. Step 8Stay out of the way. Step 9Use a quiet signal to bring students back to gathering place. Step 10Conduct a group check-in; ask “How did it go?” Main Menu

9. Read to Someone Read to Someone 10 Steps to Independence Read to Someone 10 Steps to Independence BEFORE Launching teach :Launch EEKK Voice Level Check for Understanding How Partners Read How to Get Started Coaching or Time? How to Choose a Partner Step 1Identify what is to be taught (Read to Someone) Step 2Set a purpose and create a sense of urgency: It helps us improve our fluency. It helps us increase Comprehension by practicing strategies like Check for Understanding. It is fun! Step 3Record desirable behaviors on an ichart. Read to Someone StudentsTeacher Read the whole time. Stay in one spot. Read quietly. Get started right away. Work on reading stamina. Check for Understanding. Works with students. Step 4Model most desirable behaviors. Step 5Model least desirable behaviors, then model most desirable behaviors again. Step 6Place students around the room. Re-teach Choose a Successful Spot. Step 7Practice and build stamina. Step 8Stay out of the way. Step 9Use a quiet signal to bring students back to gathering place. Step 10Conduct a group check-in; ask “How did it go?” Main Menu

10. Word Work (1) Word Work 10 Steps to Independence Word Work 10 Steps to Independence BEFORE Launching teach :Launch Set Up and Clean Up Materials Choose Materials and Words to Use Choose a Successful Spot Step 1Identify what is to be taught (Word Work) Step 2Set a purpose and create a sense of urgency: It helps us expand our vocabulary & improve our fluency. It helps us increase become better spellers and helps make it easier to get our ideas written down on paper. It is fun! Step 3Record desirable behaviors on an ichart. Word Work: Material Set Up StudentsTeacher Get materials out Choose a location where you and others can be successful Set up quietly Stay in one spot Get started quickly Works with students. Step 4Model most desirable behaviors. Step 5Model least desirable behaviors, then model most desirable behaviors again. Step 6Place students around the room. Re-teach Choose a Successful Spot. Step 7Practice and build stamina. Step 8Stay out of the way. Step 9Use a quiet signal to bring students back to gathering place. Step 10Conduct a group check-in; ask “How did it go?” Main Menu Go on to next Word Work I-charts

11. Word Work (2) Word Work: How to Use Materials StudentsTeacher Work the whole time Work quietly Work on stamina Try your best Stay in one spot except to get and return materials May return one set of materials and get another set to work with before round is over Works with students. Word Work: How to Clean Up Materials StudentsTeacher Everyone using materials helps put them away Materials go back in their original container Return materials to the same spot Leave materials neat Clean quietly Get started cleaning right away Clean quickly Works with students. Main Menu Return to Word Work