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The Daily 5: Wilson School Version

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An explanation of The Daily 5 program promoted by Gail Boushey & Joan Moser.

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The Daily 5: Wilson School Version

  1. 1. GAIL BOUSHEY & JOAN MOSER “ THE SISTERS” the daily 5 FOSTERING LITERACY INDEPENDENCE IN THE ELEMENTARY GRADES
  2. 2. Audience <ul><li>Geared towards teachers in primary classrooms </li></ul><ul><li>Overall philosophy can be adapted for older grades </li></ul>
  3. 3. What is the Daily 5? <ul><li>Approach for teaching reading and writing </li></ul><ul><li>Series of literacy tasks </li></ul><ul><ul><li>Read to Yourself </li></ul></ul><ul><ul><li>Read to Someone </li></ul></ul><ul><ul><li>Listen to Reading </li></ul></ul><ul><ul><li>Work on Writing </li></ul></ul><ul><ul><li>Spelling/Word Work </li></ul></ul>
  4. 4. Foundations of the Daily 5 <ul><li>Trust </li></ul><ul><li>Choice </li></ul><ul><li>Community </li></ul><ul><li>Sense of urgency </li></ul><ul><li>Stamina </li></ul><ul><li>Stay out of the way </li></ul>
  5. 5. Routines <ul><li>Establishing a gathering place </li></ul><ul><li>Good-fit books </li></ul><ul><li>Setting up book boxes </li></ul><ul><li>Anchor charts </li></ul><ul><li>Short intervals of repeated practice </li></ul><ul><li>Signals </li></ul><ul><li>Check-in </li></ul><ul><li>Correct model/incorrect model </li></ul>
  6. 6. Correct Model/Incorrect Model <ul><li>How can we expect children to demonstrate behaviors that they have never seen, at least not in a way that has emphasized their importance? </li></ul><ul><li>Correct model: </li></ul><ul><ul><li>Discussion of what skill looks like </li></ul></ul><ul><ul><li>Student demonstrates </li></ul></ul><ul><li>Incorrect model: </li></ul><ul><ul><li>Student demonstrates incorrect behavior </li></ul></ul><ul><ul><li>Same student fixes behavior and models </li></ul></ul>
  7. 7. <ul><li>THREE WAYS TO READ A BOOK </li></ul><ul><ul><li>Whether the students are very young, learning English, struggling learners, or highly gifted, this understanding is essential if they are to read independently for extended periods of time. </li></ul></ul>Read-to-Self
  8. 8. Read-to-Self I-Chart Day 1 Students Teacher <ul><li>Stay in one spot </li></ul><ul><li>Read the whole time and quietly </li></ul><ul><li>Pick a spot where you will not be distracted </li></ul><ul><li>Pick good fit books </li></ul><ul><li>Work on stamina </li></ul><ul><li>Get started right away </li></ul><ul><li>Works with students </li></ul><ul><li>Listen to children read </li></ul><ul><li>Help students with reading </li></ul>
  9. 9. Model, Model, Model <ul><li>One student models a good “read-to-self” </li></ul><ul><li>One student (usually one that has difficultly with behavior) models a bad “read-to-self </li></ul><ul><ul><li>Is then asked to model the appropriate way to read-to-self </li></ul></ul><ul><li>Students are placed in different areas around the room </li></ul>
  10. 10. Stamina <ul><li>Students start the Read-to-Self by practicing for three minutes. </li></ul><ul><li>After the three minutes time, the teacher checks back in with the students to see how it went </li></ul><ul><ul><li>This is a time for the students to make adjustments to their I-Chart if necessary </li></ul></ul><ul><li>Again the class practices reading for three minutes </li></ul><ul><li>After these three minutes, the students reflect how they did based on the items on the I-Chart </li></ul><ul><li>Next, the lesson is wrapped up by asking the class what did they learn about why we read-to-self and how it’s done </li></ul>
  11. 11. Day 2 <ul><li>Three ways to read a book </li></ul><ul><li>Student models, again, the correct way to read-to-self </li></ul><ul><li>Class reviews I-Chart </li></ul><ul><li>Students practice for four minutes to continue to build stamina </li></ul><ul><li>Students are placed in different areas around the room </li></ul>Review
  12. 12. <ul><li>Class discussed where to sit and how to choose where to sit around the classroom </li></ul><ul><li>From this point on, the class adds one- two minutes everyday to their read-to-self time. </li></ul><ul><li>As needed, review the I-Chart with class </li></ul><ul><li>Discuss with the class how to choose good-fit books </li></ul><ul><li>For primary students, they build their stamina up to 30 minutes of silent reading each day </li></ul>Day 3 & 4
  13. 13. Read to Someone Students can choose 1 of 3 ways to read to each other
  14. 14. EEKK!!!! <ul><li>Elbow, elbow, knee, knee </li></ul><ul><li>Helps students to sit close to each other so they will talk quietly </li></ul><ul><li>They each hold one edge of the book so that both have a good view </li></ul>
  15. 15. Taking Turns <ul><li>One student reads a page while the other listens and checks for understanding </li></ul><ul><li>Then they switch off </li></ul>
  16. 16. I read, you read <ul><li>The more fluent student starts reading the page </li></ul><ul><li>Then, the other student reads the same page and tries to sound exactly the same </li></ul>
  17. 17. Read 2 Different Books <ul><li>One student begins reading his/her book while the other student listens and checks for understanding </li></ul><ul><li>Then the student reading closes their book to listen to the other student read a page from his/her book </li></ul>
  18. 18. Do you want coaching or time? <ul><li>Students should be taught behaviors for working together when reading </li></ul><ul><li>Instead of blurting out a word when their partner is stuck: </li></ul><ul><ul><li>wait 3 seconds </li></ul></ul><ul><ul><li>Then ask, “do you want coaching or time?” </li></ul></ul><ul><ul><li>If time, they must wait </li></ul></ul><ul><ul><li>If coaching, they can use their coaching sheet to help out their partner </li></ul></ul>
  19. 19. Coaching Sheet <ul><li>Reading Words </li></ul><ul><li>What strategy have they used </li></ul><ul><li>Go back and re-read </li></ul><ul><li>Skip the word and come back </li></ul><ul><li>Chunk sounds together </li></ul><ul><li>What word would fit here? </li></ul><ul><li>Look at the pictures </li></ul><ul><li>I am going to sound this word out with you </li></ul><ul><li>I am going to tell you the word </li></ul><ul><li>Comprehension </li></ul><ul><li>I will retell what has happened so far </li></ul><ul><li>Fill in the who, what, where and why </li></ul><ul><li>Would it help if I summarize the story for you? </li></ul>
  20. 20. Listen to Reading <ul><li>It will depend on the technology that is available to you in your classroom </li></ul><ul><li>Books on tape, CD or computer </li></ul><ul><li>A great to help students who do not get read to at home </li></ul><ul><li>Important to teach students how to use the equipment so they can be independent </li></ul>
  21. 21. Work on Writing
  22. 22. Examples of Writing <ul><li>Persuasive Writing </li></ul><ul><li>Friendly Letters </li></ul><ul><li>True Story </li></ul><ul><li>Report </li></ul><ul><li>Poetry </li></ul><ul><li>Narrative </li></ul>
  23. 23. How to Implement <ul><li>Day 1 </li></ul><ul><li>-Model what to do when writing words they can’t spell. (Underline and go) </li></ul><ul><li>-Brainstorm I-Chart </li></ul><ul><li>-Things students do independently while writing </li></ul>
  24. 24. <ul><li>Day 2 </li></ul><ul><li>-Brainstorm and practice where to sit. </li></ul><ul><li>-Brainstorm and practice what materials to use during writing. </li></ul><ul><li>-Notebook </li></ul><ul><li>-Pencil or Pen </li></ul><ul><li>-Drawing or Sketching </li></ul>
  25. 25. <ul><li>Day 3 </li></ul><ul><li>-What to write about… </li></ul><ul><li>-Make a list of topics (vacation, dog, sister, etc) </li></ul><ul><li>-Make a list of forms (letters, lists, narratives) </li></ul><ul><li>-Post list for students’ reference </li></ul>
  26. 26. <ul><li>Day 4 </li></ul><ul><li>-Continue to teach the forms and traits of writing according to your district curriculum. </li></ul><ul><li>-After each lesson, students work on writing to build stamina. </li></ul><ul><li>-Add a few minutes each day until students are able to write for 30 consecutive minutes for primary students and 45 minutes for secondary students. </li></ul>
  27. 27. Benefits of “Work on Writing” <ul><li>Helps us become better readers and writers </li></ul><ul><li>We care about writing and the people who read it </li></ul><ul><li>Choice </li></ul><ul><li>It is fun. </li></ul><ul><li>Works on the fluency of writing </li></ul>
  28. 28. Word Work <ul><li>Helps us become better readers, writers, and spellers. </li></ul><ul><li>We care about our writing and the people who will read it. </li></ul><ul><li>It is fun. </li></ul>
  29. 29. Materials Used to Practice Spelling <ul><li>Whiteboards </li></ul><ul><li>Magnetic Letters </li></ul><ul><li>Wikki Stix </li></ul><ul><li>Clay </li></ul><ul><li>Letter Stamps </li></ul><ul><li>Colored Markers </li></ul>
  30. 30. Launching Word Work <ul><li>One person takes out the materials of his or her choice and sets them up in a quiet location. </li></ul><ul><li>Get started quickly. </li></ul><ul><li>Stay in one spot except to get and return the materials. </li></ul><ul><li>Work the whole time. </li></ul><ul><li>Work quietly. </li></ul><ul><li>Work on stamina </li></ul><ul><li>Try your best  </li></ul>
  31. 31. “ The Daily Five is more than a management system or a curriculum framework – it is a structure that will help students develop the daily habits of reading, writing, and working with peers that will lead to a lifetime of independent literacy.”

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