1. Written by: Gail Boushey and Joan Moser “The Sisters” Facilitator – Ms. Jewel Marrow-Instructional Coach

2.  How can we add rigor to Daily Five?  How does Daily Five look in my classroom?  What ways can we differentiate instruction for our students during ELA?

3. Standard III: Teachers Know the Content They Teach Element IIIa. Teachers align their instruction with the North Carolina Standard Course of Study (Common Core). Teachers develop and apply strategies to make the curriculum rigorous and relevant for all students and provide a balanced curriculum that enhances literacy skills. Standard IV: Teachers facilitate learning for their students Element IVa. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. Element IVb. Teachers plan instruction appropriate for their students. Teachers engage students in the learning process. They understand that instructional plans must be consistently monitored and modified to enhance learning.

4. How comfortable are you with incorporating the Daily 5 in your instruction?

5. Listen to Reading

6.  Students can choose order of Daily Five tasks  Purpose + Choice = Motivation  Teacher may need to make choices for students having difficulty modeling the correct behavior in workstations  Students can have Daily Five Management board (order of tasks assigned)  Each student needs folder for completed Daily Five work  Each student needs a book box (or leveled library) to store “just right” books for Daily Five reading tasks (Read to Self; Read to Someone)

7. Daily Five Management Systems Student Choice vs. Teacher Choice

8. What is The Daily Five?

9. Expectations for Daily Five  30 minutes of your 90 minute reading block should engage students in a whole group lesson  60 minutes of your reading block should have small group instruction and daily five workstations  All workstations must have a tangible product-not busy work

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

11. Set Purpose for Reading Activate Prior Knowledge Introduction/Strategy Introduction/Shared Reading Brief Word Work Phonics and/or Vocabulary Work On Writing Constructive Written Responses Graphic Organizer Second Reading of the Book Introduction/Independent Reading Reading/Writing Conferences

12. Guided Reading/ Small Group Instruction

13.  Students choose a center. Each center is labeled with the anchor chart that has been completed with the class.  Students work for a small period of time with the materials at the center.  They will listen for the signal and come back to the whole group.

14.  Work stations around the room are clearly labeled OR portable centers are clearly labeled.  Activities in work stations address a specific standard and/or reading strategy.  The standard and/or strategy addressed in each work station reflects the analysis of formative assessment by the teacher.  Work Stations have a clear focus/purpose.  Work stations encourage students to make connections to text (eyes on text).  Work stations encourage collaborative, meaningful discussions (accountable talk).  Activities in Work stations allow students to produce authentic work.  Students are engaged in reading and writing.  Work stations contain rigorous reading/writing activities that challenge all students.

16.  Read the whole time.  Stay in one place.  Read quietly.  Work on stamina.  Get started right away. Read to Self… Students should:

17. Read to Someone  Being able to read to someone will help you become less reliant on the teacher for assistance.  Reading to someone will allow you to share your thinking and learning with a friend.  Like all of the components of The Daily 5, the “launching” of read to someone is based on the gradual release of responsibility- eventually, you will be able to do this independently the right way! Steps to Take 1. If you’re not there already, let’s find our gathering place. 2. Think-Pair-Share: “Why do you suppose that reading to someone everyday is so important? 3. Model and practice EEKK (elbows to elbows, knees to knees). 4. Brainstorm “I” chart on read to someone. 5.Build your stamina. Model, practice, talk, and repeat…

18.  Volume of reading  The level of attention to reading  Reading motivation  Fluency  Reading rate  Word attack skills  The love of reading Read to Someone… Reading with someone helps students read independently and grow as readers. It also increases:

19. Read to Someone

20. Read to Self

21.  EEKK-Elbow to Elbow-Knee to Knee  I Read, You Read-One student reads a page as the other listens. The student listening can summarize what they just heard or they can also ask each other questions.  Choral Read-Partners read the same section of the book at the same time. (helps struggling readers)  Reading One Book-One book is shared between partners with both students holding a corner of the book. Read to someone procedures:

22.  Listening to reading is another way to develop fluency and vocabulary.  Listening to reading will allow you to relax and listen to a good story and learn new strategies.  Like all of the components of The Daily 5, listening to reading is based on the gradual release of responsibility- eventually, you will be able to do this independently the right way! Steps to Take 1. If you’re not there already, let’s find our gathering place. 2. Think-Pair-Share: “There are several ways to listen to reading. What are some ways to listen to reading?” 3. Brainstorm “I” chart on listen to reading. 4.Build your stamina. Model, practice, talk, and repeat…

23.  Get out materials  Listen to the whole story  Follow along with pictures and/or words  Stay in one spot  Listen quietly  Get started quickly  Put materials away neatly Listen to Reading… Listening to books develops language fluency. Students should:

24. Word Work (Words Their Way)  Having time during a reading block to focus on words is critical to your development as a reader, writer, and communicator.  With word work, you will work on: Experimenting with spelling patterns Memorizing high-frequency words Generalizing spelling patterns Adding to your knowledge and curiosity pf unique and interesting words  Like all of the components of The Daily 5, word work is based on the gradual release of responsibility- eventually, you will be able to do this independently the right way! Steps to Take 1. If you’re not there already, let’s find our gathering place. 2. Think-Pair-Share: “Do you know any spelling patterns?” 3. Brainstorm “I” chart on word work. 4.Build your stamina. Model, practice, talk, and repeat…

25.  Experiment with words for learning and practice spelling patterns  Memorize high frequency words  Generalize spelling patterns  Add to the knowledge and curiosity of unique and interesting words. Word Work… Focus on spelling and vocabulary words during this time. Working on words is critical to developing readers, writers, and communicator. Students will:

28.  Persuasive writing  Friendly letters to classmates  Recount narratives  Poetry Work on Writing provides students with time to spend on writing things that interest them. Typically this writing extends the writing program already used.

29.  Write the whole time  Stay in one spot  Work quietly  Choice of what to write  Get started quickly  Underline words they are not sure how to spell and move on. Work on Writing… Students should:

30. 1. I pick a book 2. P urpose (What's my purpose for choosing this book? ) 3. I nterest (Does this book interest me?) 4. C omprehend (Can I comprehend what I'm reading?) 5. K now (Do I know most of the words?) The students are taught from day one about choosing and selecting books that are just right for their reading level. They are called "Good Fit Books".

32. Daily 5 Sample Schedule Whole Group-mini lesson 10 minutes Spelling/Vocabulary Mini-lesson: This first lesson will focus on our spelling pattern for the week or the vocabulary words. Our vocab words come from the story we are reading from the basal or trade book. Small Group-Round 1 Daily 5 20 minutes Individual conferences/Strategy groups: At this time I will be meeting with students one-on-one and or small group of students for strategy instruction and practice. These groups are flexible and based on reading level. Whole Group-mini lesson 10 minutes Reading Strategy Mini-Lesson: This lesson will focus on the comprehension strategy we are working on. Students will have an explicit lesson followed by practice utilizing the strategy as a group. Small Group-Round 2 Daily 5 20 minutes Individual conferences/Strategy groups Whole Group-mini lesson 10 minutes Reading Skill Mini-Lesson: This lesson will focus on a reading skill. Students will have an explicit lesson on the skill every day and practice the skill. Most often, I will read a book that exemplifies this skill then model. Small Group-Round 3 Daily 5 20 minutes Individual conferences/Strategy groups Whole Group 10 minutes Writing Mini-Lesson: This lesson will launch our writing time each day. This will begin Writer’s Workshop Students will be released for Independent Writing Time from this lesson. Teachers can conference with students.

34. Guided reading Individual groups conferencing Explicit instruction Differentiated Instruction Anecdotal Records Running Records Individual Reading Inventories Constructed Writing Responses

37. Please complete the evaluation before you exit. Thank you!