Facilitator :Asako OchiWestside K-8

Osceola County, Florida

Asako Ochi

The Daily Five

THE DAILY FIVEBy

Joan Moserand

Gail Boushey

Asako Ochi

THINK ABOUT THIS…. How many minutes can you concentrate in a

conference or small group instruction without any interruptions?

Do your students know why they do any of your literacy center work?

How many minutes do your students actually read in a day?

When somebody comes into your classroom during literacy center, and if he asks your students what they are doing and what they learn from it, can they answer it?

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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 in fully engaged in independent reading and writing activities?

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WHAT IS 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.

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WHAT CAN TEACHERS AND STUDENTS ACCOMPLISH DURING DAILY FIVE?

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SINCE 1946, RESEARCH SHOWS THAT CHILDREN NEED TO …….

Read to be better readers Write to be better writers

Reggie Routman and Richard Allington

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THINK ABOUT THIS FOR A MOMENT…..

When we practice piano, do we just sit and listen how our fingers move on the keyboard for 80% of time and practice 20% of time? Don’t we tell kids to practice the piano everyday?

If professional baseball players have 100 hours before the game, do coaches ask them to sit down to listen to the lecture about the game for 80 hours and practice on the field for 20 hours?

To be a better reader, we need to practice.

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HOW CAN WE GIVE STUDENTS TIME TO PRACTICE READING IN OUR 90 MINUTES?

Teaching20%

Practicing80%

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THE DAILY FIVE IS…

1)Tasks*Five tasks

2) System*Teaching all students independence

3) Structure*Providing consistency

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WHEN YOU VISIT DAILY FIVE CLASSROOMS, YOU WILL SEE…

BRIEF whole group instructionOne round of Daily 5

BRIEF whole group instruction2nd round of Daily 5

BRIEF whole group instruction3rd round of Daily 5

Reflection

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WHY DOES A WHOLE GROUP INSTRUCTION LESSON NEED TO BE

BRIEF?

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).

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WHY IS IT CALLED THE DAILY FIVE?

THERE ISN’T TIME FOR FIVE ROUNDS!

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It is called The Daily Five because there are five literacy components for students to

choose from when they go off to work.These components are :

*Read to Self*Read to Someone

*Listen to Read*Work on Writing

*Word WorkIt is NOT called The Daily Five because they

have to do all 5 each day.

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Trusting studentsProviding choice

Nurturing communityCreating a sense of urgency

Building StaminaStaying out of students’ way once

routines are established

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When trust is combined with clear instruction, our students obtain the skills necessary to become independent learners.

The Daily Five works because we gradually build behaviors that can be sustained over time so students can easily be trusted to manage on their own.

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Although giving students 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

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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.

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Answers the questions “Why do we have to do it?” and “What’s in it for me?”

When people understand the reason for a task, it establishes motivation and becomes a force to be responsible for own action.

Sense of urgency comes from understanding the WHY.

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Teaching children how to read on their own for extended periods of time each day creates the self-winding learner, who is actively engaged in the reading process because they have the stamina to be independent.

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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, students 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.

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TO DO BY NEXT WORKSHOP• Setting up the bookboxes so you can start

Read to Self first lesson on the next day!

• Read chapter 4 “Read to Self” You may feel overwhelmed when you first

read this chapter. Do not worry. I will go over step by step.

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BOOK BOX Have a separate book box for each student

ice bins, cardboard magazine holders (4 for $2.99 at IKEA), small trash cans, clear plastic envelope with Velcro, eco-bag, shower caddies, juice box (Capri Sun –cut the top off), plastic basket, 2 gallon zip-lock bag,

3-5 books in a box (picture book, magazines, ABC chart, song card, mini books) Books are chosen by a teacher until the students are trained.

Book box has an assigned spot where it is kept.

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READ TO SELFAsako Ochi

1. Read the pictures2. Read the words (For Kindergarten, find a

letter/sight words to start.)3. Read from memory

Model*Read the picture – Think aloud about the picture*Read the words – Show how the finger should

move left to right under the words*Read from memory*Read the sentences

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Why do you need to read everyday?

Become a better reader.It is fun!Practice how to read.

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BRAINSTORM THE BEHAVIOR DURING READING

(POSSIBLE GUIDING QUESTIONS)

Q: Should we just look at the ceiling? What should we do with the book?

= Read the whole timeQ: Should we move place to place? = Stay in one spotQ : What kind of noise do you wish to hear? Model : Read a book aloud in normal voice.

Q : What would it happen if everyone reads like this? Model: inappropriate voice, to slow, to fast

Q : If you want to hear yourself read what kind of noise do you want to hear? = Read quietly / whispering voice

Q: When you read all the books, should you shout “I am done”? = Read over and over

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Q : Is it all right to wonder around the classroom at the beginning? = Start right away

Q : When you were born, did you know how to use a spoon? Did you

try it one time, and knew how to use it right away? Did you practice for awhile? Reading is just like learning how to use a spoon. You need to practice over and over. We are going to read longer and longer everyday from today. We call this stamina. = Work on stamina

Q : What is the teacher doing while you are working on reading? = Work with students

*Read with them *Listen to them *Assessment *Chat about the book

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I-CHART

READ TO SELFTO BECOME A BETTER READER

FUN

Student Teacher*Read the whole time*Stay in one spot*Whispering voice*Work on Stamina*Get started right away*Read over and over

*Work with students

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1. Read the I-chart together2. Teacher model (about 1-2 minute long)3. As pointing to the I-chart, ask “Did I start

right away?” “Was I reading quietly?”…….4. Ask one of students (you know the one who

will follow I-chart) to model. As he is reading, ask if he is following I-chart quietly.

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Pick a student you know who would not do or follow the I-chart. Tell him to show the class how not to follow the I-chart. As he models the wrong behavior, go through the I-chart. THEN…………… Ask him to do the correct behavior. Go through the I-chart. Assure him that he was able to do the perfect “Read to Self”.

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LET’S TRY IT!!!! Introduce the book box. Pass it to each student Announce the first Read to Self Show how you signal when it is time to stop.

(bell, chime, clap, snap….) Tell them to come back to gathering area with book box.

Take one by one to place around the classroom. Walk around the room. ****** DO NOT MAKE EYE CONTACT*******If you see wrong behavior before 3 minutes,

signal to gather. Go through I –chart and try again. (model if necessary)

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REFLECTION Ask students to show thumb-up for following

the I-chart, and thumb-side way for behaviors they think to correct on next time. Go over the list.

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DAY 2 AND SO ON………………………*Day 2 (repeat from Day 1)Model and practice “Three Ways to Read a Book”Review I-chartModel and practice student behaviors of “Read to Self”Continue working on Stamina --- 4 minutesReflection

*Day 3Discuss “Where to sit in room” and record on an anchor chartContinue with above adding 1-2 minutes each day extending

staminaReflection

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*Day 4Continue to review I-chartContinue stamina buildingFor older students, teach how to choose “Good Fit Books” –

record on anchor chart (page 29-33). For younger students, discuss “Good Fit Books” with five finger rules when all Daily 5 is running smoothly and if they are ready. Until then, they may choose the book which interest them.

Good Fit BookFive Finger RuleRead a page in the middle of the book.Put up one finger for every “clunk” you have.  0 finger – too easy 1-3 fingers – just right! 4-5 fingers – quite hard – go slow! 6 and more fingers – too hard for now.

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WHEN CAN I INTRODUCE NEXT DAILY 5?When the students build the following stamina,

you can introduce next Daily Five.Kindergarten – 7-8 minutesPrimary – 8-12 minutesIntermediate – 12-16 minutes

* Before moving on to launching the next Daily Five, the behavior during those practice rounds should be NEAR PERFECT.

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TO DO FOR THIS WEEK…..1. Start 1st day Daily Five2. Build stamina – If your students are not ready,

do not add any minutes. You can stay in 3 minutes as long as the students need to practice.

3. Practice a couple Read to Self everyday. Make sure to reflect every time when you gather students. (You will do only one refection when your students are in all Daily Five.)

4. Change books before students come in (every other day or everyday)

5. Relax! If it does not go well, try again next day.READ page 59 to 77. It may be overwhelming

again but we will go through it next time!!!

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SO HOW WAS YOUR READ TO SELF? Were your students be able to read 3

minutes on the first day? How was your modeling for right and wrong

behavior during Read to Self? Did you build stamina? Did you make sure to have a reflection at the

end of each practice? How did your students respond to new

approach? Do you miss your literacy centers? Did you

feel some releasing of the responsibility to students?

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Reading with someone helps students read independently and grow as readers.

Read to Someone increases the following :The volume of readingThe level of attention to readingReading motivationFluencyReading rateWord-attack skillsThe love of reading

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INTRODUCING READ TO SOMEONEQ : Why do you suppose we would want to

read to someone everyday?

It is fun.We can become better readers.

“Read to Someone” is a favorite of most. They can spend time with friends to read and talk about books with, and to be learning with.

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EEKK, VOICE

I-chart“Read to Someone”

Fun! Become a better reader

EEKK (Elbow to Elbow, Knee to Knee)Model : Ask one student to sit down on the floor

with you EEKK and place a book in between.

Students TeacherEEKKUse whispering voice

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VOICE LEVELWith a same student, start reading a book

together.Use whispering voice.Remind the students that their voice should be

just loud enough for their partner to be able to hear. They do not have to read the book to a whole class.

Then….. Brainstorm I-chart *EEKK*Whispering voice*Read the whole time*Stay in one spot*Get started right away

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I- CHART“Read to Someone”

Fun Become a better reader

Student Teacher•EEKK•Whispering voice•Read the whole time•Stay in one spot•Get started right away

*Work with students

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LET’S TRY IT!1. Pair the students, and place them at the same spot as you did for Read to Self.

2. 3 minutes (if any partner is not following I-chart, end the session.)

3. Reflection

4. Try again with same partner. Take them to different spot.

5. 3-4 minutes Read to Someone

6. Reflection

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WHAT ABOUT READ TO SELF????? By the time you introduce Read to Someone,

your students are building Read to Self’s stamina. Continue to build stamina in Read to Self separate from Read to Someone.

Suggested 90 minutes Brief a whole class instruction Read to self (build stamina) –remember the

reflection Brief a whole class instruction Read to someone session (discussion, I-chart,

building stamina, reflection) Brief a whole class instruction (if you have time)

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LESSON 2 : I READ, YOU READ, READ TOGETHER (CHORAL READ)1. Read through I-chart from previous day.2. Q: Yesterday we tried Read to Someone. When you read

with your partner, who read the book? Did you take turn? Did one of you read the whole time?

3. One of you will read a page (a paragraph, a sentence), and then your partner will read the exact same part or next part.

4. Model with a student (one minute). What did you notice about our reading?

5. Add “I read, You read “ on I-chart6. Suggest that they also may read a book together. Add

“read together” to I-chart.7. Pair the students and take them to spot to practice Read

to Someone. Stamina for 4 minutes or stop when any pair is not following I-chart.

8. Reflection and try again (4-5 minutes)9. Final Reflection

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LESSON 3 : HOW TO CHOOSE BOOKS Read through I-chart Ask a student to bring his book box and sit down in front

of a whole class. Ask him to pick a book. Whisper “You need to repeat ‘I want to read this book” no matter what I say.” A teacher also gets one book and sit EEKK.

Teacher :Let’s read. I want to read this book. Student : I want to read this book. T : But I really want to read this book. This is my favorite. S : I want to read this book.Repeat a couple times.• Q : How can we choose a book when both want to read

own book without arguing?• Talk about it. “Can we read your book first, and then

mine?” or “Do you want to read both book at the same time? I read one page from my book, and you read your one page?”

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PRACTICE, BUILDING STAMINA

1. Ask students to get their book box to the gathering space.

2. Pair students. Take them to a spot to practice

3. Stay away. Observe.4. 4-6 minutes stamina5. Gather students and reflection.6. Practice. Same pair. Different spot.7. 4-7 minutes stamina8. Gather and reflection

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LESSON 4 : CHOOSE A SPOT

1. Review I-chart together.2. Reflection from previous day3. “Today, I am going to choose your partner as

yesterday, but you and your partner will find a good place to read. Remember where I placed everyone last couple weeks for Read to Self and Read to Someone.”

4. Ask students to get their book box to gathering place. As you pair the students, tell them “Happy reading” and let them go.

5. While they are reading, step back and observe :*how they decide where to do Read to Someone*if they found a good spot to read

6. Add a minute for stamina building, and signal to gather.

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7. Reflection – ask if they think they found a good spot

to read. Also ask several students why they thought their choice was good.

8. Pair by pair, ask them to go find good spot. “Happy

reading”.9. Add one more minute if possible.10. Signal and gather. Reflection

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LESSON 5 : CHOOSING A PARTNER1. Review I-chart2. “Today we will learn the correct way to pick a partner

during Read to Someone.” (Prepare a blank anchor chart, and write “How to choose a Partner” )

3. “When we choose a partner, we need to remember that we do not choose them as someone to play with. We need a partner who will help you to be a better reader. Sometimes your best friend does not make the best partners. Do you know why? Have you seen your mom meet her friend at the grocery store? What do they do? Do they just say “hi” and walk away? Don’t’ they chat? Same thing happens when you try to be partner with your good friend.” Write “Not always your closest friend” on the chart.

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4. “How should you tell someone you want him to be your partner? Should we yell to him? What would happen if we all yell ? ‘Hey, I need a partner!!!’ This will never work in our classroom, will it? Here is a great way to let people know we need a partner.”

(Write the words underlined on the chart.)

1) Close your mouth and raise your hand. This means our signal that will mean “I need a partner.” (model)

2) Look around. When you see another person with a hand raised, make eye contact with him or her. (model)

3) Walk to the person and say, “will you be my partner?” (model) The person should answer, “Sure, thank you.”

5. Pick a student to model.

6. Discuss what kind of voice we should use. (page 72) You need to sound if you really want the person to be your

partner.

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7. (this is important!) give every child in the class a chance to model how to ask and how to reply with nice tone of voice.

8. If your class is in even numbers, ask a half of students to ask, and the other half to reply. Tell them to go do “Read to Someone” with a new partner. Listen carefully how they are asking and replying.

9. Build stamina. Signal and gather.

10. Refection : How did it work out?

11. Switch the part of asking and replying.

12. Read to Someone.

13. Reflection.

Next few days, spend time to go through the procedure how to find a partner, and let them start to pick their own partners.

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JUST MY THOUGHT……………. For my kindergarten students, this is where I

finished introducing “Read to Someone” procedure. I introduced the following in March after the students had 6 months practice.

I tried the following with my first grader before on 6th day, but it was still too much for them. I re-introduced it in January after they were in Daily 5 for 4 months.

For older students, it should be introduced as 6th day or lesson for Read to Someone.

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LESSON 6 : COACHING OR TIME?

Page 73 to 74Make a new anchor chart.

Show coaching sheet and read through.(Make coaching sheet copied and laminate to

place in students’ book box.)

Reading CoachWhen your partner gets stuck with a word, you will….1.Count to three silently2.Ask “do you want coaching or time?”3.If he wants time, wait patiently. If he wants you to coach, use coaching sheet.

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COACHING SHEET*Reading Words

*What strategy have you used?*Go back and reread.*Skip the word and come back.*Chunk sounds together.*What word could fit here?*Look at the pictures – the word is right here.*I am going to sound this word out with you.*I am going to tell you the word.

Comprehension

* I will retell what has happened so far.*Fill in the who, what, where, and why.*Would it help if I summarized the story for you?

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MY STUDENTS CAN DO READ TO SOMEONE FOR 8-10 MINUTES. WHAT IS NEXT? Now it is the exciting time!!!!! They can choose. Make a chart. Ask each student where they want to go. Write RS for Read to Self and R2 for Read to Someone. (This is what I do..) Ask Read to Self students to stand up and say “Happy

reading,” and let them go. And ask Read to Someone students to stand up, raise their hand, and find a partner.

Start from 10 minutes, and gradually add minute until 20 minutes reading. You can start to have assessment, chat with students about book, teaching individually, and small group. If you have small group, let them go to gathering area first, and then they can go to Read to Self if the time is left. If you need to talk or assess a student, GO TO HIM. DO NOT CALL HIM TO COME OVER.

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TO DO BY NEXT WEEK. Read to Self and Read Someone in your

classroom.

Read page 75 to 78 (Listen to Read) and 85 to 90(Word Work).

Enjoy Daily Five!! If you have any difficult time or question, feel

free to contact me or visit my class to observe. Do not hesitate !

Asako Ochi

Now your students are doing RS and R2 with great stamina, it is time to introduce the next Daily 5.

Focus on spelling and vocabulary work.

“Today, we are going to learn how to practice with words. We are going to learn how to set the materials up, how to use them, and how to clean them up.”

Q: Why do we need to practice spelling?* It is important to spell words correctly when we write, because we care about our writing and we want others to be able to read it.*Practice spelling helps us to be better writer, reader and speller.* It is fun.

Show the materials. Discuss the behavior during Word Work. (By this time, the

students are familiar with Daily Five behavior, and they may be able to come up with the list without guiding questions.)

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To become a better readers, writers, and spellers.We care about our writing, and we want people to be able to read it.It is fun.

Students TeacherWork the whole time.Stay in one spot.Work quietlyWork on staminaTry your bestUse whispering voice to read the wordsGet started right away

Work with students

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(You no longer need to worry about creating literacy games. The students

use these materials to work on spelling all year long.)

WhiteboardClay (make a snake to create letters)

Writing paper with clipboardMagnetic letters

Letter tilesBeans/small rocks

Wikki Stix / Pipe cleanersLetter stamps

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As you introduce each material, discuss the following:

• what they need for each material (a pen? Markers? Dry erase markers? a mat for

clay?)• how they should take the material out• where they should sit to do Word Work (table? on

the table? carpet area? )• how to clean up (make sure the top of the marker

makes a noise, return the material to the same spot)

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LET’S TRY IT!

Until everyone has a chance to practice on every material, assign material to student to work on it.

Start from 3 minutes, and gradually build stamina.Each day, start by reading through I-chart.

Suggested 90 minutes Brief whole group instruction Daily 5 ( students’ choice – RS / R2) continue to build stamina

Do not forget reflection Brief whole group instruction Discuss/Practice Word Work, Reflection (when the practice time

is short, you can assign different material to students for second round)

Brief whole group Daily 5 (RS /R2) if you have time, Reflection

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When your students are able to do WW for 8-10 minutes, it is time to let students choose from three.

Later when all Daily 5 is introduced, the sisters (and I also) suggest that students NEED to go to RS and Work on Writing (W) everyday. But at this moment of Daily 5, they can choose any three. Just make sure that they do not go to WW or R2 in every choice. I suggest to tell students not to go to same place back to back.

I found myself having difficulty having three Daily 5’s a day (I usually have two 25-30 minutes Daily 5 a day). So I have been telling my students that they need to go to RS or W everyday. Since I write every choice they make, I sometimes suggest to go to RS or W if the student is choosing the same one everyday.

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Materials neededBook on tape, CD/tape player, earphones-or- Computer with internetwww.storylineonline.netwww.magickeys.com/bookswww.storyplace.orgwww.pebblego.comwww.bbc.co.uk/cbeebies/stories

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I- CHARTLISTEN TO READ

Helps us be better readersHelps us learn and understand new words and

storiesIt is fun.

Students TeacherGet started right awayListen to the whole story.Stay in one spot.Follow along with pictures and/or words.Listen to quietlyPut materials away neatly.

Work with students

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SUGGESTED 90 MINUTES

Brief whole group instruction Daily 5 (RS, R2, or WW), Reflection Brief whole group instruction Listen to Read (If you have four equipments

are available, choose four students to practice LR, and the rest of the students choose from RS, R2 or WW. Choose different students to experience LR. LR does not have to start with 3 minutes. Try to have the same amount of time as the first Daily 5 of that day.) Reflection

Brief whole group instruction Daily 5 (with LR) if time is available

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TO DO BY NEXT WEEK

Read page 80 to 85 and chapter 7

Bring any questions you have or problems you are facing.

If you have any questions this week, please do not hesitate to come to ask me. You are welcome to observe my class anytime. Just let me know the time and date, so I can move my schedule around so you will see Daily 5 in action.

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WORK ON WRITING

Q: Why should we write everyday?

*Helps us become better readers and writers.*We care about writing and the people who read it.*We can choose what we want to write about.*It is fun.*We care about our writing, and we want people to be able to read our

writing.

Model how to Work on Writing (see page 82 for details)

Let students know that they do not have to finish the story just because it is time to clean up. They can continue the story on the next Work on Writing. Model how and when to underline words when they are not sure how to spell. Also I told my students to reread what they have written, and if a word does not sound like what they want to write, put an underline. It is very helpful for the conference time because we can start the conversation with the underlined words.

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I-CHARTWORK ON WRITING

*Helps us become better readers and writers.*We care about writing and the people who read it.*We can choose what we want to write about.*It is fun.*We care about our writing, and we want people to be

able to read our writing.Students Teachers

Write the whole time.Stay in one spot.Work quietly.Choose what to write about.Get started right away.Underline words we are not sure how to spell and move on.

Work with students.

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MATERIALS

Composition book (the sisters suggest this one.)

Pocket folder (Put green sticker on the left pocket – the writing has not finished, keep going. Put red sticker on right pocket – the writing is done. Stop writing)

Writing paper

Spiral notebook

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NOW I INTRODUCED ALL FIVE, WHAT IS NEXT?1. Do they have stamina for 15-20 minutes for all Five?2. They can choose all five.

For older grades, make sure that they do both Writing and Read to Self daily. For primary grade, make sure they do not make the same choice over and over. Suggest they do other ones, especially W and RS.

3. Visit with students. Chat and see what they are doing. Write down what you talked about. Give a specific goal for each student, and give mini-lesson (a minute or so). You do not call them to come to you. You need to visit them. Just sit EEKK with them. Show them you read a book, too. You can show how to do “Read to Self” by reading.

4. Enjoy!

Asako Ochi

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