1. Introduction to the Daily 5 Facilitator: Debbie Hartwig State Support Team 9

2. Targets/Goals I understand the Daily 5 Foundations. I understand the 5 parts of the Daily 5. I can plan Daily 5 implementation for the first 20 days. I can design my classroom environment to support Daily 5 activities. I can use the Daily 5 framework to enrich whole group lessons and guided reading groups.

4. A researched- based thoughtful way to structure your reading program. Not a “new method for teaching reading” but it can make what you are doing so much more effective! Started with 2 Sisters’ Reflection and Research!

5. The Cliff Notes for The Daily 5 Here we go!!!!

6. Daily 5 -101 READ TO SELF - Just how it sounds, students get to read Uninterrupted! WORK ON WRITING - students work on writing of their choice, continue Writer ’ s Workshop, or write based on a strategy or genre being taught. WORD WORK - a time for students to focus on words. Students work with spelling, sight words, and developing vocabulary to your preferred method of instruction. READ TO SOMEONE - helps students develop fluency, word attack skills, their level of attention, and their love of reading. LOTS OF MODELING!!! (EEKK, I Read, You Read, Choral Read, Reading One Book, Voice Level, Check for Understanding) LISTEN TO READING - Students develop their language fluency from reading along as books are read to them. Helps students to keep progressing towards increasingly difficult texts.

7. What is the rest of the class doing?????

9. NO.....They are working away at the Daily 5!

10. Foundations of The Daily 5 Trusting Students Providing Choice Nurturing Community Creating a Sense of Urgency (understanding WHY we are doing the Daily 5) Building Stamina Staying OUT of our students ’ way once routines are established.

11. Trusting Students “What am I doing now that I could trust my students to do?” Do we really need to go to the bathroom and get a drink all at the same time? (Don’t let bathroom breaks interrupt Reading. Have a system.) When trust is combined with explicit instruction, students become independent learners! When students execute the skills of independence that they have been taught, then teachers are free to focus on instruction!

12. CHOICE! PURPOSE + CHOICE = MOTIVATION When you have some say in the matter, you are much more motivated to complete the task. “We would like to see more student choice in reading lessons and greater encouragement of students to read a great deal...more communications to students that...choosing to read is choosing to do something that is fun. Best Practices in Literacy Instruction (Morrow, Gambrell and Pressley, 2003)

13. Building a Learning Community Best description of building classroom community in Reading with Meaning by Debbie Miller (pages 18 - 23) Creating a community starts with getting to know each other the first day of school and continues with all the experiences we have together during the year. DON’T MISS THOSE TEACHABLE MOMENTS STOP AND USE THEM! The whole community will rejoice in progress and the whole community will hold each other accountable for his/her learning behavior.

14. Building Community! - Building relationships - Establishing mutual respect - Teaching others to give appreciation - Mutual responsibility for classroom management

15. Creating a Sense of Urgency Students know WHY it is IMPORTANT and that EVERY MOMENT COUNTS!

17. BUILDING STAMINA We need to TEACH children to build STAMINA for their independent work! Minutes of Stamina - When Can You Add Another Part of Daily 5 Primary Students = 10 to 12 minutes of Stamina Kindergarten Students = 7 to 8 minutes of Stamina

18. Building STAMINA!!

19. Stay OUT of the WAY! They will not become INDEPENDENT if you don ’ t let them practice INDEPENDENTLY (no interference/no teacher talk!)

20. Gradual Release of Responsibility Model

21. Materials, Concepts & Routines for Launching The Daily 5 You can find all this good advice in Chapter 3 of the book - pages 27 - 42

22. 1. Establish a Gathering Place where the whole class can sit. For focus lessons! It signals a shift in activity and thinking! Provides a change in brain work and gives much needed movement! For Brain & Body Breaks!

23. 2. Teach students to find Good-Fit Books This honors student choice. Teach I-Pick. Use the shoes and have some fun! Page 30

24. I pick, I pick, I P-I-C-K... I Pick Book Rap

25. Book Boxes are very important! But what’s MORE important is what’s inside them! Put some books in their boxes before students arrive! After teaching I-Pick have students shop for 3 to 8 books.

26. 3. Don’t skip the ANCHOR CHARTS!!!DON’T EVER THROW THEM AWAY!!! If something is important, it is written down and learning becomes anchored to these charts. This VISIBLE learning becomes the decorations of the classroom. These are posted in the room so the children’s thoughts and learning can be referred to all year long.

27. Let’s Watch a Pro!

28. Turn and Share! What did you learn from watching Joan Moser? What did you learn from watching the students and listening to their responses? Why are the I charts so considered so valuable?

29. The “I” Charts keep students on track all year! Make your own “I” charts with your students’ own words. It’s much more meaningful to them! Use the I-Chart Handouts! They are great “cheat sheets”!

30. Start with Short Intervals of Repeated Practice, Repeated Practice, Repeated Practice, Repeated Practice, Repeated Practice... Memory stored in the kinesthetic system evokes the longest memory. Students need to see, hear and FEEL what they are doing. The movement is stored in muscle memory (like riding a bike) and becomes automatic.

31. 10 Steps to Improve Muscle Memory Identify what is to be taught. Set a purpose and a sense of urgency (WHY are we doing this?). Brainstorm behaviors desired using the I-chart. Model the most-desirable behaviors. Then model the most undesirable behaviors and immediately remediate them! Everyone practices and builds stamina for 3 minutes. If students are off-task sooner than 3 min. class stops. Teacher STAYS OUT OF THE WAY! Give the signal to come back to whole group. Have a group check-in - How did you do? Repeat steps till stamina is built.

32. Have a SIGNAL OR ELSE......

33. You want a sound that will stick out, but does not upset students that are sensitive to loud noises. Practice as a class responding to the sound till you are sure it is going to work. If it doesn’t work ask STUDENTS for ideas on how to make it work and put it on the anchor chart with their name right next to their idea.

34. CHECK IN How did we do? Thumbs up, thumbs down, and thumbs sideways...

35. Materials... Pocket charts Book boxes Timers Chimes or Signal Chart paper Markers Shoes...

36. Follow the book EXACTLY when introducing routines. Pages 45 - 90

37. All Together Now! It won’t be boring ever! How could we be boring? Ready everyon e? 1,2,3...

38. New Recommended Order to Introduce Daily 5 * Read to Self *Work on Writing *Then present remaining activities in the order best for your students.

39. Daily 5 Can Enhance Your Program OR Become a Source of Stress It all depends upon...

40. The First 20 Days!!! And How Well You Teach and Model Your Routines...

41. Check out the 1st 20 days - K-2 Handout Also refer to the Appendix in the Daily 5 book pages 111- 126.

42. Look Inside The Daily 5 Classroom...

43. Turn and Share with Your Grade Levels What do you view as a POSITIVE about getting started (or continuing) with the Daily 5? What questions do you have?

44. Sample Schedules (See Handouts)

45. Teachers share how they found it and why they love it!

46. Share with your grade level... *Who has tried the Daily 5 already? Do you have any experts at your grade level? *Share your ideas for designing a gathering place, how to find book boxes, resources for good fit books in your building or at the library, what signal will you use to redirect students (chimes?).

47. How awesome to have your whole elementary staff speaking the same language! CAN YOU EVEN IMAGINE HOW THIS WILL PAY OFF NEXT YEAR!!!