The Daily 5 - - - - - - - - - - - - - - - - - - - - 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 ➔ ➔ ➔
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 ➔ ➔ ➔ ➔ ➔ ➔ ● 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? ➔ ➔ ● 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 pg. 15 - 19 Go to page 14 and 15 in The Daily 5 book 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??? ➔ ➔ ➔ ● 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 ➔ ➔ ➔ 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 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. ● ● ● ● … ○ ● ● ● ● ●
Foundation Lessons ➔ ➔ ➔ ➔ ➔ ➔ ● 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 ➔ ➔ ➔ ➔ ➔ ➔ ➔ ● 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 or want time ● How to choose a partner: video later
Foundation Lessons ➔ ➔ ➔ ➔ ➔ ➔
Break Time!
Launching Read to Self ➔ ◆ ● ● ● ◆ 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 ➔ ◆ ● ● ● ◆ ◆ ◆ ● pg. 65 - 86 STAMINA https://www.thedailycafe.com/articles/building-reading-stamina-part-1-of-2
Launching Read to Self ➔ ◆ ◆ ◆ ◆ ➔ ◆ ◆ ➔ pg. 65 - 86 ◆ ◆ ◆ ● 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 ➔ 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 ➔ ➔ ➔ ➔ 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 ➔ ◆ 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 ➔ ◆ ◆ ➔ ◆ ◆ ● ● ➔ ◆ … 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 or 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 ➔ ➔ ➔ ➔ ➔ ➔ pg. 107
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 on 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 ➔ ◆ 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
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