The Daily Five

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The Daily Five By Joan Moser and Gail
Boushey Powerpoint prepared by Allison Behne
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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 is
  fully engaged in independent reading and writing
  activities?

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What is The 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 sets The Daily Five Apart?

• For Teachers.
• Deliver 3 5 whole group lessons each day
• Teach 3 4 small groups of children each day
• Confer with 9 12 individual students each day
• Hold all students accountable for eyes-on-text

• For Students
• Engaged in the act of reading and writing for
  extended amounts of time
• Receive focused instruction on building and
  maintaining independence
• Receive tailored instruction through whole group,
  small group, and/or individual conferring, by
  their skilled classroom teacher, each day

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Since 1946, research shows that kids need to.
read to be better readers write to be better
writers

• Reggie Routman and Richard Allington show that we
  are use to teaching 80 of the time and practice
  20 of the time.
• Now we know it needs to be us teaching 20 of the
  time and students practicing 80 of the time. It
  is the same as sports, you have to physically
  practice to get better!

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Literacy Block Development Over Time Seatwork
Basal Program Centers Workshop Daily Five
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The Daily Five is.

• Tasks
• 5 tasks
• System
• Teaching all students independence
• Structure
• Providing consistency

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The Daily Five does NOT hold content, it is a
structure. Content comes from your curriculum.

• Work on writing structured time to write
• Read to self structured time to read

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What does it look like?

• BRIEF whole group instruction
• One round of Daily 5
• BRIEF whole group instruction
• 2nd round of Daily 5
• BRIEF whole group instruction
• 3rd round of Daily 5

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Brain research from Michael Grinder shows that a
childs 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).
This is why direct instruction lessons are BRIEF!!
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Why is it called The Daily Five?There isnt time
for five rounds!

• It is called The Daily Five because there are
  five literacy components for children to choose
  from when they go off to work. These components
  are
• Read to Self
• Read to Someone
• Listen to Reading
• Work on Writing
• Working with Words
• It is NOT called The Daily Five because they have
  to do all 5 each day.

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• These foundations are important to The Daily
  Five
• Trusting students
• Providing choice
• Nurturing community
• Creating a sense of urgency
• Building stamina
• Staying out of students way once routines
• are established

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Trusting Students

• Trusting children is the underpinning of what
  makes the Daily Five work.
• When trust is combined with explicit instruction,
  our students acquire the skills necessary to
  become independent learners.
• The Daily Five works because we gradually build
  behaviors that can be sustained over time so
  children can easily be trusted to manage on their
  own.

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Providing Choice

• Although giving children 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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Nurturing Community

• 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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Creating a Sense of Urgency

• Answers the questions Why do we have to do it?
  Whats in it for me?
• When people understand the reason for a task, it
  establishes motivation and becomes a force that
  keeps them persevering.
• Sense of urgency comes from understanding the why.

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Building Stamina

• Lays the foundation for success as it gives
  children the support they need.
• Teaching children how to read on their own for
  extended periods of time each day creates the
  self-winding learner that is actively engaged in
  the reading process because they have the stamina
  to be independent.

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Stay Out of the Way

• 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, children 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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10 Steps to Teaching and Learning Independence

• 1. Identify what is to be taught
• Today we are going to..
• 2. Setting Purpose Sense of Urgency
• Tell the students why
• 3. Brainstorm behaviors desired using an I chart
• What does it look like, sound like, feel like?
• Read the whole time.
• Stay in one spot.
• Read quietly.
• Get started right away.
• 4. Model most desirable behaviors
• Show what it looks like 3 dimensional
• As they do this, go over I chart and then ask
  Will ____ become a better reader if he does
  this? (Self assessment is so important.)

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10 Steps to Teaching and Learning Independence

• 5. Model least desirable behaviors
• Michael Grinder calls this training your muscle
  memory. As a child is modeling this, go through
  chart and ask children, Will ___ become a better
  reader if he does this?
• Then, have the child show you he/she can do it
  correctly.
• 6. Place students around the room
• Children want to be comfortable
• At the beginning we place them and after awhile
  we show them how to choose. We ask them, Where
  do you read best?
• 7. Everyone practice and build stamina (3
  minutes)
• Dont set timer, look for body clues.

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10 Steps to Teaching and Learning Independence

• 8. Stay Out of the Way
• Use the magical power of a teachers eye
• Watch for The Barometer Child
• 9. Quiet Signal Come back to Group
• When stamina is broken, use signal.
• 10.Group Check In How Did You Do?
• This is time for self reflection and sharing.

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P. 28 Although the foundations of D5 create a
strong base for student independence, there are
also key materials, routines, and concepts we
introduce to children in the first days of school
that are crucial to the success of the program

1. Establishing a gathering place for brain and body
   breaks
2. Developing the concept of good-fit books
   through a series of lessons
3. Creating anchor charts with students for
   referencing behaviors
4. Short, repeated intervals of independent practice
5. Calm signals and check-in procedures
6. Using the correct model/incorrect model approach
   for demonstrating appropriate behaviors

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1. Establish a Gathering Place

• Open space large enough for the whole class to
  come together and sit on the floor.
• Regardless of the age of children we teach, we
  always have a gathering place.
• Distractions are limited and proximity allows us
  to check in on behavior more effectively
• Students are able to turn and talk to each other,
  engaging everyone in the conversation of a less
  

• Gathering on the floor signals a shift in
  activity and thinking
• - It provides time for a change in their
  brain work along with much need movement of their
  bodies (Brain and Body Break).

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2. Good-Fit Books

• Research indicates that an independent-level or
  good-fit book for children is one they can read
  with 99 accuracy. (Richard Allington, March
  2005)
• Higher levels of oral reading error rate are
  linked to significant increases in off-task
  behavior. (Gambrell, Wilson, and Gantt, 1981)
• It is essential to spend focused classroom time
  teaching our children to choose books that are a
  good fit for them and they enjoy.
• There is more to choosing a good-fit book than
  just reading the words. A childs purpose for
  reading, interest in a topic, and ability to
  comphrehend play a large role in finding a
  good-fit book.

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I PICK

• I choose a book
• P urpose Why do I want to read it?
• I nterest Does it interest me?
• C omprehend Am I understanding what I am
  
• reading?
• K now I know most of the words
• After they grasp the concept of I PICK,
• have them model their book choices
  in
• front of whole class.

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Setting Up the Book Boxes

• Have a separate book box for each student.
• Use small plastic tubs, cereal boxes, or even ask
  parents to send one with each child
• 5 10 books in box
• Self-selection of books depends on age
• Journal and pencil
• Book box has assigned spot it is kept

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3. Anchor Charts

• Large charts created based on what children have
  to say
• One way to make thinking permanent and visible in
  the classroom
• Allow class members to build on earlier learning
  or remember a specific lesson

As each component of the Daily Five is
introduced, the class comes together to make an
anchor chart, which is called an I chart. The I
chart allows childrens thinking about student
and teacher behaviors during Daily Five to be
recorded on a chart and displayed.
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4. Short Intervals of Repeated Practice

• The brain receives input through 3 different
  external memory systems visual, auditory, and
  kinesthetic.
• Memory stored in the kinesthetic system evokes
  the longest memory.
• To activate this system, kinesthetic learning
  experiences are provided and then labeled so
  children hear and feel what they are doing. This
  movement is stored in muscle memory and becomes
  part of their
• default behaviors.

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6. Correct Model/Incorrect Model

• Complete I-chart and discuss
• Have one student model correctly while pointing
  out all of the wonderful behaviors the student is
  demonstrating
• Then, model incorrectly
• Pick child carefully one that would want the
  attention of doing it wrong.
• Most children laugh, but deep learning occurs
  after the incorrect model.
• After revisiting I-chart about incorrect
  behaviors, ask child to then demonstrate
  correctly.
• This way, the child has shown he/she is capable
  of being successful.

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5. Signals and Check-in

• SIGNALS
• Teach children to quickly respond to a signal so
  they know it is time to gather and check back in.
• You want something that will grab attention but
  not break the tone of a classroom.
• Explain the signal and its purpose on the first
  day of the year. Make an anchor chart together
  and write down ideas about what it would look
  like and sound like in the room when the signal
  goes off. Then, practice, practice, practice!
  Each time revisiting the
• anchor chart in-between!

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• CHECK-IN
• Teaches children to be self-reflective.
• Thumb up by heart if they know in their hearts
  they were independent and successful.
• Thumb to the side if they were somewhat
  independent and successful but could do better.
• No thumbs down this only gives negative
  attention to those who
• thrive on it.
• http//www.thedailycafe.com/m
  embers/266.cfm (100)

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5 Tasks of The Daily Five

1. Read to Self
2. Read to Someone
3. Work on Writing
4. Listen to Reading
5. Word Work

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Read to Self

• Introduce 3 ways to read a book
• Read the words
• Read the pictures
• Retell a story you have heard before

Follow the 10 steps of teaching independence for
Read to Self. Introduce, set purpose, create I
chart, model, practice, self-assess
Add more time each day until you hit desired
goal. Continue to revisit I chart each day.
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Work on Writing
Create I chart of what it will look like, sound
like, and feel like. It should include desired
student and teacher behaviors and resemble the I
chart from Read to Self.
Day One - Model what to do when writing words you
can't spell. Day Two Practice where to sit
what materials to use Day Three What to write
about Make a list of topics (vacation, dog,
sisters, etc.) Make a list of forms (letters,
lists, narrative) Post lists for students
reference Day Four Continue to teach the forms
and traits of writing according to your district
curriculum.
Once a focus lesson is taught, students work on
writing building stamina. Add a few minutes
each day until primary students are up to 20 min
and intermediate students can sustain for 30
40 minutes.
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Choice

• We are motivated, engaged, and productive when we
  are in control of our schedules. Why should our
  children feel any differently? This is why
  choice is so important!
• Introduce choice as one of the most exciting
  things ever! Let the children know you trust
  them to be independent during the time they work
  on their Daily Five choice just like they have
  learned and practiced.
• Remind them to make a choice that feels right for
  their brain and their body.
• Have the children close their eyes and think
  about which Daily they would like to begin with.
  Tell them to make a picture in their mind of what
  their body looks like, sounds like, and feels
  like when they are engaged in that choice.
• Then, grab your check in sheet and begin! There
  are many different versions of a check in
  sheet. Use what works best for you!

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Read to Someone
Day One Brainstorm I chart and teach EEKK
(elbow, elbow, knee knee)
Day Two
Model and practice how partners read. Teach
I Read, You Read taking turns Teach Checking
for Understanding asking questions about the
story, I just heard you read Day Three
Brainstorm and practice How to Choose Books
talk and make a deal or rock, paper,
scissors Day Four Brainstorm and practice where
to sit in the room. Day Five Model and practice
How to Choose a Partner. Day Six - Model and
practice Coaching or Time.
Once a focus lesson is taught, students read to
someone and build stamina. Each day add a few
more minutes until they are up to 20 min. for
primary and 30 40 min. for intermediate
students.
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Listen to Reading
Day One Brainstorm and practice I chart,
Model and practice material setup and how to
use it Model and practice listening and
following along with words and/or pictures Day
Two - Review I chart Model and
practice putting materials away neatly Day Three
- Review I chart Model and practice
listening to a short story, finishing it, and
starting a new story Day Four - Review I
chart Discuss the number of
recorders/computers available Listen to
reading reviewing the I chart video
http//www.thedailycafe.com/members/179.cfm?sd68
(600)
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Working with Words

• Day One - Introduce optional materials and
  their locations to students.
• Brainstorm I chart of how to set up materials
  and how to work with them independently
• Model finding the materials, materials
  placement in the room, and setup of materials
• Brainstorm chart of how to clean up
• Model materials placement in the room, setup,
  and cleanup of the materials
• Day Two - Model and practice materials setup,
  materials placement, and cleanup of materials
• Brainstorm I chart How to Use Materials
• Model and practice student behaviors of how
  to use materials
• Continue building stamina of working with
  materials, adding 1 2 minutes each day

Other focus lessons for Word Work might include
the following

• Add words to word study notebook that relate to
  the strategy taught that day
• List words that belong to a pattern and add to
  word study notebook

• Word sorts
• Adding words to their collection
• Practicing basic words most often misspelled

Each day add a few more minutes until students
are independently working with these materials
for the desired amount of time.
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Working with Words

• Ideas for Word Work

• Shell spell using spelling words or words from
  word wall
• Playdoh (pinch and poke / roll)
• Write the room
• Pipe cleaners
• Rainbow write
• Wikki sticks
• Dry erase boards
• Beans
• Bingo dabbers

• Alphabet stamps
• Magnetic letters
• Clay (press in lid of coffee can and write with
  a golf tee)
• Magnadoodle
• Jr. Boggle game
• Scrabble tiles
• Chalk boxes (spray cardboard box with chalk
  paint)
• Etch a sketch

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Daily 5 With a Sub

• Pre-type plans and fill in lessons
• The children are so well trained in routine it is
  not hard to do!
• Kids are learning as they do daily, it creates
  less interruption because they do their regular
  routine even though you are absent.
• Substitutes reported back that they enjoyed D5
  and many even bought book!

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If you encounter problems ask yourself these
questions

• Did I allow enough time for training muscle
  memory?
• Have I reviewed the I-charts?
• Am I staying out of the way and allowing the
  children to work independently?
• Am I allowing choice?
• Are some children allowed to share each day?
• Have I had behaviors modeled correctly and
• incorrectly?
• Who can I collaborate with for support?

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What does it look like in my classroom?

• Kindergarten
• First Grade
• Second Grade
• Third Grade

• Fourth Grade
• Fifth Grade
• Sixth Grade

As always, tons of stuff can be found on
TPT (Teachers Pay Teachers) and Teachers
Notebook. The sisters have made sure that all
products that are tied to the daily 5 have to be
free!!!
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Kindergarten Resources

• Lil Country Kindergarten Blog http//lilcountrykin
  dergarten.blogspot.com/2011/02/daily-5-in-pictures
  .html
• Live Love Laugh Everyday in Kindergarten
• http//livelovelaughkindergarten.blogspot.com/2012
  /06/kd5-book-study-chapter-1-introduction.html
• Teach Em 2 Think http//www.sanjuan.edu/webpages/g
  guthrie/balanced_literacy.cfm?subpage127464
• Kindergarten Daily 5 Pinterest Board
  http//pinterest.com/erinm76/kindergarten-daily-5/
  

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First Grade

• Mrs. Shannons First Grade Class Blog
  http//mrsshannonsclass.weebly.com/daily-5.html
• Mrs. Meachems First Grade Blog
  http//www.jmeacham.info/?tagdaily-5
• Teach Em 2 Think http//www.sanjuan.edu/webpages/g
  guthrie/balanced_literacy.cfm?subpage127464
• Daily 5 Pinterest Board http//pinterest.com/lu
  vmyfam5/daily-5-cafe/

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Second Grade

• Mrs. Shorts Second Grade Blog http//edublogs.mis
  d.net/mlshort/daily-5/
• The Frugal Teacher Blog http//www.frugalteacher.c
  om/2011/08/ready-for-daily-5-daily-cafe.html
• Teach Em 2 Think http//www.sanjuan.edu/webpages/g
  guthrie/balanced_literacy.cfm?subpage127464
• Daily 5 Second Grade Pinterest Board
  http//pinterest.com/1995alexander/second-grade-da
  ily-5/

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Third Grade

• Third Grades A Charm Blog http//third-grades-a-c
  harm.blogspot.com/2012/06/daily-5-chapter-1.html
• Third Grades A Hoot Blog http//3rdgradesahoot.bl
  ogspot.com/2012/01/daily-5-work-on-words-and-freeb
  ies.html
• Teach Em 2 Think http//www.sanjuan.edu/webpages/g
  guthrie/balanced_literacy.cfm?subpage127464
• Third Grade Daily 5 Pinterest Board
  http//pinterest.com/3rdGrThoughts/daily-5-cafe/

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Fourth Grade

• Fun in Room 4B Blog http//funin4b.blogspot.com/20
  12/02/daily-5-station-boards-freebie.html
• Go Fourth! With Mrs. Owens http//gofourthwithowen
  s.blogspot.com/2012/01/daily-5-choice-boards-inter
  mediate.html
• Create Teach Share Blog http//mrsrojasteaches.blo
  gspot.com/2011/08/boggle-board-w-printable.html
• Teach Em 2 Think http//www.sanjuan.edu/webpages/g
  guthrie/balanced_literacy.cfm?subpage127464
• Fabulous Fourth Grade Pinterest Board
  http//pinterest.com/patbaker67/fabulous-4th-grade
  /

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Fifth Grade

• Mrs. Allens Fifth Grade Files Blog
  http//allensteachingfiles.blogspot.com/search/lab
  el/Daily205202F20CAFE
• Tales of a Fifth Grade Teacher Blog
  http//fifthgradeteacher-ld.blogspot.com/2011/09/r
  eading-choice-time.html
• Teach Em 2 Think http//www.sanjuan.edu/webpages/g
  guthrie/balanced_literacy.cfm?subpage127464
• Upper Grades Pinterest Board http//pinterest.com/
  ladybugone/daily-5/

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Sixth Grade

• Finding Joy in 6th Grade Blog
  http//joyin6th.blogspot.com/
• Diary of a Sixth Grade Teacher Blog
  http//diaryofasixthgradeteacher.blogspot.com/2012
  /05/free-colorful-cafe-posters-for-daily-5.html
• Teach Em 2 Think http//www.sanjuan.edu/webpages/g
  guthrie/balanced_literacy.cfm?subpage127464
• Daily 5 Sixth Grade Pinterest Board
  http//pinterest.com/keklohn/school-daily-5-and-ca
  fe/