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Prof Dev Daily5 Balcom.Key
 

Prof Dev Daily5 Balcom.Key

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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.

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    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