The Daily 5
Gail Boushey and Joan Moser
1. Three ways to Read a Book:
Read the pictures
Read the words
Re-tell the story
2. Brainstorm the I - Chart
Video clip
I...
Students:
 Read the whole time.
 Stay in one spot.
 Read quietly.
 Get started right away.
 Work on stamina for
readi...
3. Model and practice student behaviors of
Read to Self
 Video clip
modeling behaviour
4. Begin building stamina – 3 min....
Second Day
 Review of three ways to read a book
 Review the ’I’ Chart
 Model and practice student behaviors
 Continue ...
Third Day
 Discuss where and how to choose a spot
Continue to review, adding 1-2 minutes
each day, extending stamina
Day...
 Daily Five with K and 1?
Sisters on the Spot - Daily 5 with K and 1st
 What about those barometer kids?
Daily 5 - Behav...
*Add more time each day
until you hit desired goal.
Continue to revisit the I chart
each day.
Follow the 10 steps of
teach...
Daily5  book study second meeting
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Daily5 book study second meeting

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Daily5 book study second meeting

  1. 1. The Daily 5 Gail Boushey and Joan Moser
  2. 2. 1. Three ways to Read a Book: Read the pictures Read the words Re-tell the story 2. Brainstorm the I - Chart Video clip I Chart
  3. 3. Students:  Read the whole time.  Stay in one spot.  Read quietly.  Get started right away.  Work on stamina for reading.  Work with students  Listen to students read  Help students with reading Teacher: Read to Self Independently
  4. 4. 3. Model and practice student behaviors of Read to Self  Video clip modeling behaviour 4. Begin building stamina – 3 min. Don’t forget: While students are practicing Read to Self, we continue to stay out of the way of their reading. This means no eye contact or managing by proximity. 5. Check-in 6. One more 3 min. practice 7. Review the lesson
  5. 5. Second Day  Review of three ways to read a book  Review the ’I’ Chart  Model and practice student behaviors  Continue building stamina - 4 min.  Check-in (self-evaluating) Video Clip Kindergarten Students Reflect on Stamina Building Checking In, More than a Thumbs Up **It is important that children not always sit in the same spot when we are training their muscle memories, because doing so might anchor their good behaviour to that certain spot. Having children experience success in places throughout the room will set them up for positive results wherever they choose to sit as the year goes on.
  6. 6. Third Day  Discuss where and how to choose a spot Continue to review, adding 1-2 minutes each day, extending stamina Day 4: Continue to review the I –Chart Teach how to choose good-fit books
  7. 7.  Daily Five with K and 1? Sisters on the Spot - Daily 5 with K and 1st  What about those barometer kids? Daily 5 - Behavior Goal - Read the Whole Time
  8. 8. *Add more time each day until you hit desired goal. Continue to revisit the I chart each day. Follow the 10 steps of teaching independence for “Read to Self”. Introduce, set purpose, create I -chart, model, practice, self-assess

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