The Daily 5 - - - - - - - - - - - - - - - - - - - - Thursday, - - PDF document

The Daily 5

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Thursday, September 7, 2017

• A. Pervorse

Have tabs open with:

• Padlet (https://padlet.com/apervorse/Daily5_972017)
• Daily 5 Site (https://www.thedailycafe.com/login)
• Sample bookmarks from shared folder

(https://drive.google.com/drive/u/0/folders/0B1bq0fRu-AhWY05OaE1hbnMteT Q)

Outcomes

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Agenda

Questions or Ideas??? Share them at...

• Take a moment to open a tab with our padlet for today. Post questions, ideas,

and group responses there today.

Norms

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• Take a look at our norms for today & choose one to be a personal goal for

today.

• If you have questions as we work today: ask as we go, put on Padlet, add to

feedback at end, and time for Q & A at end

What is The Daily 5? What is the purpose of The Daily 5?

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• What is it? Structure, not a curriculum
• Purpose: No more creating, revising, and preparing new centers each week.

No more hours spent at the copy machine copying worksheets.

What The Daily 5 Is & Is Not

• Learning Tasks vs. Centers: You don’t have to have a set space for each of

the tasks, but you do need at least a “home base” where you post your anchor charts & I-Charts and where you debrief.

• Choice of Activities vs. Group Tasks: Individuals work on their choice of

writing topic/book/word work activity vs. all doing the same assignment

• What students are doing = Daily 5 vs. What teachers are doing =

CAFE/Guided Reading

• Student Reading & Writing vs. Worksheets: Daily 5 does not need any

worksheets (exceptions: graphic organizers for Work on Writing or work mats for Word Work)

Five Tasks

http://mysillyfirsties.blogspot.com/2012/07/daily-5-anyone.html

Structure

Go to page 14 and 15 in The Daily 5 book

• pg. 15 - 19

https://www.thedailycafe.com/articles/the-structure-of-the-daily-5-in-the-classroom

• Focus Lesson: Skill, strategy, or topic you see the majority of the class

needing (e.g. introducing a new CAFE strategy, clarify a common misconception, writing tip). Could also be a foundation lesson for a task that you are preparing to launch. 7-10 minutes.

• Check-Out: With choice, send students off one-by-one or by task, indicate

their choice on a check-out sheet (on slide coming soon), and students state personal goals. With rotations, send groups off with a quick review of the I chart expectations.

• Round 1: Duration based on stamina of students.
• Clean-Up & Debrief: With the sound of a chime, students begin cleaning up

and return to your rug/meeting place. You debrief how the round went with regards to the expected behaviors and personal goals and problem-solve if necessary.

• Begin again with the second focus lesson, round 2, and debrief.

To Group or Not to Group???

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• It’s your decision.
• I would encourage you to give choice a chance, especially for those who have

been doing The Daily 5 for most of the year. Yes, kinder and first grade teachers that means you :)

Daily 5 Check-In

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• pg. 111 - 113
• You determine if there are limits to the number of people doing each task
• If an odd number choose Read to Someone, you can have them read to a

stuffed animal -- better to have an even number, generally

• Goals: can be related to I-Chart expectations or individual reading goals set up

during guided reading/CAFE

• Could track choices on a spreadsheet like check-in (tons of examples in a

quick google search & in our shared folder) or student to indicate choice on a class chart/poster -- samples on next slide

• Some classes have students track choices on a Daily 5 contract, too

Daily 5 Check-In Samples

Core Beliefs

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• pg. 22 - 23
• Trust & Respect: Stamina and Engagement -- this is why we stay out of the

way as we build stamina

• Community: students hold others accountable for behaviors and learning.

Students often refer to the I-chart posted

• Choice: Through Daily 5 students have control over what they read and write,

where they sit, and activity -- increases engagement

• Accountability: Students show their accountability by keeping their voices to a

level that other to work independently & for completing the required tasks (Read to Self and Work on Writing every day)

• Brain Research: average number of years parallels the average number of

minutes for focus/stamina

• Transitions as Brain and Body Breaks: Breaks in the practice sessions

provides opportunity to conduct a short focused lesson. Brainbreaks.blogspot.com

• 10 Steps: success of implementing Daily 5

• pg. 37 - 52

THESE 10 STEPS ARE ESSENTIAL FOR LEARNING DAILY 5.

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Foundation Lessons

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• Foundation lessons for each of the Daily 5’s must be taught before that Daily 5

is introduced.

• Could do them during the focus lesson portion
• We will see when to introduce each Foundation Lesson when we discuss

launch after break

Foundation Lessons

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• Model EEKK
• Voice Level: 6-inch voice for some, “silence” for others depending on grade

level

• Check for Understanding: Bookmarks with question starters? Samples in the

shared resources folder

• How Partners Read: Take turns by page or paragraph, choral read, one reads

a book and then other reads a book, etc.

• How to Get Started: rock paper scissor, abc order of name, etc.
• Coaching or Time: When one is stuck, the partner asks if they want coaching
• r want time
• How to choose a partner: video later

Foundation Lessons

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Break Time!

Launching Read to Self

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• pg. 65 - 86
• Teach “Three Ways to Read a Book” so that the first practice goes smoothly --

before I-Chart

• All other tasks have I-Chart first

Sample Read to Self I-Chart

Appendix B

Launching Read to Self

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• pg. 65 - 86

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• STAMINA

https://www.thedailycafe.com/articles/building-reading-stamina-part-1-of-2

Launching Read to Self

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• pg. 65 - 86

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• Where to sit: up to you where you are comfortable allowing them to go (e.g.

around the room, under tables, in the library, etc.)

• Good-Fit Books: See next slide for I PICK strategy and sample anchors charts

I PICK Good-Fit Books

Stamina

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GRADE LEVEL TIME TK & Kindergarten 7-8 minutes Primary (1st - 2nd grades) 10-12 minutes Intermediate (3rd - 5th grades) 12-14 minutes

• pg. 46 & 159
• 2 Kinds
• Students on the first try should last up to 3 minutes (Kinder may be as short as

30 seconds)

• building stamina looks different in each room, so it’s good to practice with a

stamina chart

• Track stamina on a stamina chart (bar graph)
• Timers are not suggested, because they limit

Barometer Students

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• pg. 142 - 151
• First students to break stamina (repeatedly); they dictate the weather of the

classroom

• Level 1: Did we cover the 10 steps explicitly? Am I staying away or engaging

the student(s)? What’s my voice level and tone?

• Level 2: Practice building stamina at recess for 2-3 minutes, 3-5 days.
• Level 3: Fabric square for personal space, sand timers, check books in book

box, manipulatives for a mid-round break

• Level 4: Sandwich barometer children between other students for conferring

(barometer, other, back to barometer) ***We have just covered a lot of info (Foundation Lessons like I-Pick, 3 ways to read a book; stamina). Summarize with your table group how to launch Read to Self.

Launching Work on Writing

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• pg. 107 - 110
• Table group brainstorm of expectations for Work on Writing
• Whole group share

Sample Work on Writing I-Chart

Appendix C

Launching Work on Writing

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• pg. 107 - 110
• Where to sit: Up to you, don’t have to have a specific writing station
• Materials: In their book box/bag, always have a journal/notebook and a pencil
• r two -- front of notebook is space to record writing ideas, rest is for actual

writing practice

• What to write about: Table group brainstorm of ideas/topics, enter them on

padlet (title =Writing Idea, Grade ___; Text = Ideas )

Work on Writing Topics

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• pg. 107

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Launching Work on Writing

• pg. 107 - 110
• Day 4: Continue possible topics list
• Day 5: Note that they have thrown in Read to Someone as a choice. That

means you would have introduced it within the first 4 days of launching Work

• n Writing IF you and your students are ready for it.
• Day 6: Think...district trimester genres.
• During your 7-10 minute focus lessons between rounds, make sure you are

including modeling writing in front of and with your students. Model your metacognition (playing dumb) in addition to specific skills you note they have difficulty mastering. ***Check how teachers are feeling about Work on Writing -- self-assess with thumbs up, sideways, down

Launching Read to Someone

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• pg. 92 - 101

& 114 - 116

• Define that Read to Someone is when pairs of students read to each other,

then do whole group sharing of concerns that pop in mind

Sample Read to Someone I-Chart

Appendix D

Launching Read to Someone

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• pg. 92 - 101

& 114 - 116

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• Launching Read to Someone
• pg. 92 - 101

& 114 - 116

• How to Choose a Partner video:

https://www.thedailycafe.com/articles/teaching-the-behaviors-of-read-to-some

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Launching Read to Someone

• pg. 92 - 101

& 114 - 116

• Share & problem solve concerns/hesitation/challenges anticipated with Read

to Someone

Launching Listen to Reading

➔ Day 1 of Launch

◆ Brainstorm I-Chart of behaviors

• Pg. 101-102

& 116-117

Sample Listen to Reading I-Chart

Appendix E

Launching Listen to Reading

➔ Day 1 of Launch

◆ Brainstorm I-Chart of behaviors

• Pg. 101-102

& 116-117

◆ Model and practice material setup of listening device (computer, mp3 player, DVD player, etc.) ◆ Model and practice listening and following along, using words and/or pictures

➔ Day 2 of Launch

◆ Review I-Chart ◆ Model and practice putting materials away neatly

Launching Listen to Reading

➔ Day 3 of Launch

◆ Review I-Chart ◆ Model and practice listening to a short story, finishing it, and starting a new story ◆ Model and practice what to do if the round is finished before the story is completed

➔ Day 4 of Launch

◆ Review I-Chart ◆ Discuss the number of listening devices versus the number of students ◆ Decide on a system for managing Listen to Reading

Launching Word Work

➔ Day 1 of Launch

◆ Introduce optional materials and their location to students ◆ Brainstorm I-Chart about how to set up materials and how to work with them independently

• Pg. 102-103 &

117-120

Organization of materials

• Rolling cart with drawers labeled with supply name/image
• Clear shoe boxes that students may take to their work space
• Tubs of materials in a shelf system (like cubbies)
• Bins by level???
• Laminated activity cards on a ring (have multiple copies) that list the materials

they need

• Activity cards within the materials bins

Sample Word Work I-Chart

Appendix F

Launching Word Work

➔ Day 1 of Launch

◆ Introduce optional materials and their location to students ◆ Brainstorm I-Chart about how to set up materials and how to work with them independently

• Pg. 102-103 &

117-120

◆ Show students the location of the materials and how to set up materials ◆ Brainstorm I-Chart about how to clean up ◆ Model clean up of the materials

➔ Day 2 of Launch

◆ Model and practice material setup, material placement, and materials cleanup ◆ Brainstorm I-Chart about how to use specific materials ◆ Model and practice student behaviors of how to use materials ◆ Continue working on stamina for working with materials, adding 1-2 minutes I-Chart Focus

• Day 1: Setup and general use of materials
• Day 2: Use of specific materials

Word Work Resources

• Pg. 102-103 &

117-120

• The goal is free/cheap and multi-purpose!
• Continuum of Literacy Learning: Ideas by reading level in the guided reading

section

• Sheet protector whiteboards: insert templates (eg. word family on template

with a blank in front for students to make words), alphabetize/sort words

• Stamps: stamp words, trace the letters that they stamp
• Magnet Letters: sort by tall/short, top of the line/dotted line/in the water; spell

words

• Shells, cubes, letter tiles: letters written on them for students to spell assigned

words, words by family, content-related words, whatever words they can make

• Sand/Shaving Cream: write letters or words in the sand/shaving cream
• iPads: apps organized in folders by level
• Word Cards: students build words from prefix, suffix, and root word cards; use

word cards to make sentences; sort words by part of speech; group words by family/rhyme

• Clipboards: Write the Room -- students tour the room and record words they

see/know on the clipboard ***In groups/pairs, choose a resource listed or one of your own, and come up with three activities for it -- will share it whole group

Exploration & Collaboration

• Take time to explore these book “bonuses,” websites, each other’s ideas,

shared resource folder, Google info you are curious about

• Time depends on remaining time in our workshop

***Share the resources folder***

Book Exploration

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• pg. 159 - 188

Wonderful Websites

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Know of more wonderful websites? Please share them on today’s padlet!

Please share websites you know about on today’s padlet.

Q & A

Whole group share of ideas and Q&A

Additional questions? Want further support?

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Please provide feedback on today’s workshop using the link on today’s Padlet!