the daily 5: building a foundation for literacy brick by brick

The Daily 5: Building a Foundation for Literacy Brick by Brick

August 8-9, 2013

DISD formated ppt.pptx

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Dallas ISD Core Beliefs

• Our main purpose is to improve student academic achievement.

• Effective instruction makes the most difference in student academic performance.

• There is no excuse for poor quality instruction.• With our help, at risk students will achieve at the same rate as

non-at risk students.• Staff members must have a commitment to children and a commitment to the pursuit of excellence.


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Norms:

• Listen fully and reflectively• Hold experiences and revelations of others with care • Challenge the limits of your potential• Support one another in learning• Be responsible for your impact in the room• Make it real and meaningful for self reflection and growth• Monitor all personal technology and use appropriately


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Participants will analyze The Daily 5 literacy structure to support teacher

implementation.

Learning Objective:


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Given the literacy structure, coaches will create 3 high-impact steps of action to support teachers in the implementation of The Daily 5.

Demonstration of Learning (DOL):


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What is the Daily 5?

• Literacy structure• Differentiation and consistency • Classroom management system • Five tasks


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The Daily 5 Components Are:

Read to SelfRead to SomeoneListen to ReadingWork on Writing

Word Work

It is NOT called The Daily Five because they have to do all 5 each day!


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What Can Teachers Accomplish During Daily 5?

Each day, teachers:

• Deliver 3 – 5 whole group mini-lessons

• Teach 3 – 4 small groups

• Hold conferences with 9 – 12 individual students


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Each day, students:

• Engage in reading and writing

• Receive focused, tailored instruction

• Practice self-management and self-direction

What Can Students Accomplish During Daily 5?


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When You Visit Daily 5 Classrooms, You Will See …

• Mini-lesson (whole group instruction) • 1st round of Daily 5

• Mini-lesson (whole group instruction)• 2nd round of Daily 5

• Mini-lesson (whole group instruction) • 3rd round of Daily 5

• Reflection: Table Talk


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Planning/Preparing

You need to have a few things organized before you begin Daily 5:

1. Designated meeting area for small group instruction

2. Area where you will meet with the whole class

3. Multi-level classroom library or book center

4. Place for each student to store their Daily 5 materials

5 . Listening center

6. Place for writing materials

7. Space for Daily 5 anchor charts


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Building the FOUNDATION

• Trust students

• Provide choice

• Nurture community

• Create a sense of urgency

• Build Stamina

• Encourage Independence


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Encourage students to start their day with some questions in mind:• What are my goals in reading and writing?• What will I do first?• Whom will I work with?• What do I want to accomplish?• What was I working on yesterday that I want to continue

today?

Choice is highly motivational and puts students in charge of their own learning!

Choice:


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“We move slowly to eventually move fast…the payoff is enormous.” p.42

Turn & Talk


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Read To Self


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Book Boxes

Have a separate book box for each student:

• Use cardboard magazine holders, cereal boxes, small trash cans, clear plastic envelopes with Velcro, eco-bags, shower caddies, juice boxes (Capri Sun –cut the top off), plastic baskets, or 2 gallon zip-lock bags.

• Place 3-5 books in a box • Books are chosen by the teacher until the students are

trained (I PICK). • Book boxes are always kept in the same place.


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Three Ways to Read a Book

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-recall what happened in the story


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How Does it Look?

http://4.bp.blogspot.com/-GW1VXvdyIUk/TnD510TtWpI/AAAAAAAAAn8/c5CTB_Df67g/s1600/read+to+self+(2).JPG


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Good Fit Book

Five Finger Rule: Read a page in the middle of the book.Put one finger down for every word that’s too hard to read. 0 fingers – too easy!1-3 fingers – just right!4-5 fingers – quite hard – but give it a try.5 or more fingers – too hard for now.


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Model

1. Create an Anchor Chart with students

2. Go over the Anchor Chart together

3. Teacher models (for about 1-2 minutes)

4. While pointing to the Anchor Chart, ask “Did I start right away?” Was I reading quietly?”

5. Ask students to model incorrect and correct practices. As he/she is reading, ask if he/she is following the Anchor Chart quietly. Practice several times.


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Read to Someone

Read to Someone increases the following :• Volume of reading• Level of attention to reading• Reading rate, accuracy, and expression • Reading motivation• Fluency• Word-attack skills


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How Does It Look?


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Read to Someone


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EEKK Voice

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.

Voice Level: Low


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Word Work

As you introduce each material, discuss the following:

• Materials in the Word Work Station• How should students use the materials• Where should students sit to do Word Work (table, on the floor,

carpet area )• How to clean up (Ex. make sure the top of the marker makes a “click”

noise, return the material to the same spot, etc.)

Word Work should CONNECT to what is being taught in class that week or to content that needs to be revisited.


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How Does It Look?

http://3.bp.blogspot.com/-ZC-YKrssKw0/Tw40cRmp0nI/AAAAAAAAAIE/7RODfbdo_I8/s1600/type-it.jpg


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Listen to Reading

Materials needed: Books on tape, CD/tape player, headphones or Computer with internet

Resources available from Library & Media services.

www.storylineonline.netwww.storyplace.orgwww.pebblego.comwww.bbc.co.uk/cbeebies/storieswww.tumblebooks.comhttp://www.rif.org/kids/leadingtoreading/en/preschoolers/read.htmhttp://www.rif.org/kids/leadingtoreading/es/preschoolers/read.htm

* Some sites may require a membership

http://www.storyplace.org/

http://www.pebblego.com/

http://www.bbc.co.uk/cbeebies/stories

http://www.tumblebooks.com/

http://www.rif.org/kids/leadingtoreading/en/preschoolers/read.htm

http://www.rif.org/kids/leadingtoreading/en/preschoolers/read.htm

http://www.rif.org/kids/leadingtoreading/es/preschoolers/read.htm

http://www.rif.org/kids/leadingtoreading/es/preschoolers/read.htm


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Work on Writing

Why should we write everyday?

• Helps us become better readers and writers.• We can choose what we want to write about.• We care about our writing, and we want people to

be able to read our writing.


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How Does It Look?

http://2.bp.blogspot.com/-pfHkq1rXpsw/TpZBXDIC5oI/AAAAAAAAAdM/tp4BXktu9aQ/s1600/022.JPG


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How Does the Management System Look?

http://talesfromak-1classroom.blogspot.com/2011/10/what-have-zakars-been-up-to.html


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Video Considerations

• Teacher preparation

• Physical arrangement of the classroom/materials

• Specific components of The Daily 5


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http://www.safeshare.tv/w/wWkFKAGcxB

The Daily 5




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Preparing for a Successful Start

• Make sure you have plenty of materials for students to access while in Daily Five stations.

• Be sure to include a variety of multi-level resources in each station.

• Establish a gathering place

• Explain Good-Fit Books

• Create and review Anchor charts

• Practice independent time

• Introduce and practice calm signals and check-in procedures

• Model correct/incorrect behaviors


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Given the literacy structure, coaches will create 3 high-impact steps of action to support teachers in the implementation of The Daily 5.

Demonstration of Learning (DOL):


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Ashley ReynoldsAcademic FacilitatorDivision [email protected]

Payton IshmaelAcademic FacilitatorDivision [email protected]

Barbara MartinAcademic FacilitatorDivision [email protected]

Dawn RobersonAcademic FacilitatorDivision [email protected]

Contact Information

mailto:[email protected]





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The Daily 5

Fostering Literacy Independence in Elementary Grades

Reference:

Boushey, G. & Moser J., (2006). The Daily 5: Fostering Literacy Independence in Elementary Grades, 1st Edition. Portland, ME: Stenhouse Publishers.

the daily 5: building a foundation for literacy brick by brick

Documents

students literacy independence

tasks disd formated

literacy brick

risk students

learning objective

classroom teacher

effective instruction

demonstration of learning