• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Prof Dev Daily5 Balcom.Key

Prof Dev Daily5 Balcom.Key



A review of the Daily Five for use by principals during building staff development.

A review of the Daily Five for use by principals during building staff development.



Total Views
Views on SlideShare
Embed Views



6 Embeds 104

http://pinterest.com 72
http://www.pinterest.com 19
http://www.slideshare.net 8
http://www.chchsouth.ac.nz 3
http://teachingwithd5c.pbworks.com 1
http://2ndgradegluszcz.pbworks.com 1



Upload Details

Uploaded via as Apple Keynote

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    Prof Dev Daily5 Balcom.Key Prof Dev Daily5 Balcom.Key Presentation Transcript

    • The Daily 5 Presented by: Starr School Improvement Team Created by: Leasa Hedrick Michelle Quist Heather Dreibus
    • Philosophy on Which it is Based  The Daily 5 was designed to provide students with structure and authentic learning experiences during independent work.  This allows the teacher to focus on a small group of students or individuals.  Research shows that this type of instruction is most beneficial for student learning.
    • Brief Description Initially  The Daily 5 is a system for teaching students to work independently.  It is a series of literacy tasks: –Reading to self –Reading to someone –Writing –Word work –Listening to reading *Each activity is done daily while the teacher meets with small groups and confers with individuals.
    • Getting Started  Create a sense of trust and community.  Create a sense of urgency. Students need to know why it is important to read.  Talkto students about building up stamina for the different skills. In primary grades, it is recommended that you start with three minute sessions for each activity.
    • Getting Started continued…  Establisha gathering place (carpet/ floor) near a chalkboard or whiteboard. This should be done for every grade level, even the older students.  Set up a writing center with a variety of materials for students to utilize.
    • Read to Self  One idea is to use the I PICK model: 1. I look at the book 2. Purpose-Why I want to read it. 3. Interest-Does it interest me? 4. Comprehend-Am I understanding what I am reading? 5. Know-I know all the words. • Teach students to find “Good-Fit Books”. The sisters say that this is a book that students can read with 99% accuracy (independent level).
    • Read to Self Continued  Each student has his/her own “book box” with 3-8 books in it.  Students have two options: silent read or whisper read.  Model with students the correct, and incorrect, way to read to self.  Students and teacher create a chart together explaining what is expected.
    • Read to Someone/Listen to Reading  EEKK: elbow to elbow, knee to knee  I read, you read  Choral read  Reading one book  Reading different books  Check for understanding while reading
    • Listen to Reading Activities  Listen to a partner read  Books on tape/CD  Computer activities http://childtopia.com http://www.starfall.com/ http://www.storylineonline.com
    • Word Work  Experiment with words for learning and practicing a spelling pattern  Memorizing high-frequency words  Generalizing spelling patterns  Adding to our knowledge and curiosity of unique and interesting words. *Teachers can use their preferred method of instruction.
    • Examples of Word Work  Word Ladders  Word sorts  Prefixes/suffixes  Word webs  Antonyms/  Compound words synonyms  Make-a-Word  Contractions  Word families  Homophones  Onset/rime  Syllables  Pick-a-theme: Students list words based on a theme, such as a field trip. Students then organize the list of words in a specific way (alphabetical order, # of syllables, parts of speech).
    • Work on Writing  This is an opportunity for students to spend time on writing about what is important to them. *persuasive writing *friendly letters *personal narratives *reports on topics of interest *poetry *free-write
    • Materials Used  Large classroom library  “Book boxes”  Writing center materials  Books on tape/CD/computer  Chart paper for anchor charts  Notebooks
    • Assessment  The majority of assessment is through informal teacher observations.  However, you could use: – Running records – Writing samples – Word work activities – Small group activities
    • Research Base  Read to self, read to someone, listen to reading, word work, and writing all contribute to increased fluency, comprehension, and vocabulary.
    • Critiques  At first glance, it seems too time consuming for an already overloaded schedule and teacher.  Italso seems to be geared more for primary grades.  Itrequires the teacher to restructure his/her lesson planning, organization of the classroom environment, and time management.
    • Final Thoughts  Beyond the elementary grades, The Daily 5 becomes The Daily 3: Read to Self, Read to Someone, and Work on Writing.  Studentschoose the order in which they complete each 30 minute component.  Work smarter, not harder!
    • Bibliography The Daily 5: Fostering Literacy Independence in the Elementary Grades by Gail Boushey and Joan Moser We were unable to find journal articles on The Daily 5.
    • Additional Websites www.the2sisters.com www.the2sisters.com/the_daily_5.htm www.stenhouse.com/sisterspodcast3.mp3