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The Daily Five
- 1. The Daily Five By: Joan Moser and Gail Boushey Powerpoint prepared by: Allison Behne
- 6. The Daily Five does NOT hold content, it is a structure . Content comes from your curriculum.
- 32. Work on Writing Introduce 2nd Create I chart of what it will look like, sound like, and feel like. It should include desired student and teacher behaviors and resemble the I chart from Read to Self. Day One - Model what to do when writing words you can't spell. Day Two – Practice where to sit & what materials to use Day Three – What to write about… Make a list of topics (vacation, dog, sisters, etc.) Make a list of forms (letters, lists, narrative) Post lists for students’ reference Day Four – Continue to teach the forms and traits of writing according to your district curriculum. * Once a focus lesson is taught, students work on writing – building stamina. * Add a few minutes each day until primary students are up to 20 min and intermediate students can sustain for 30 – 40 minutes.
- 34. Read to Someone Day One – Brainstorm I chart and teach EEKK ( elbow, elbow, knee knee) Day Two – Model and practice how partners read. * Teach I Read, You Read – taking turns * Teach Checking for Understanding – asking questions about the story, “I just heard you read…” Day Three – Brainstorm and practice How to Choose Books – talk and make a deal or rock, paper, scissors Day Four – Brainstorm and practice where to sit in the room. Day Five – Model and practice “ How to Choose a Partner ”. Day Six - Model and practice “ Coaching or Time ”. Once a focus lesson is taught, students read to someone and build stamina. Each day add a few more minutes until they are up to 20 min. for primary and 30 – 40 min. for intermediate students. http://www.thedailycafe.com/members/1708.cfm?sd=43
- 35. Listen to Reading Day One – * Brainstorm and practice I chart, * Model and practice material setup and how to use it * Model and practice listening and following along with words and/or pictures Day Two - * Review I chart * Model and practice putting materials away neatly Day Three - * Review I chart * Model and practice listening to a short story, finishing it, and starting a new story Day Four - * Review I chart * Discuss the number of recorders/computers available Belkin - RockStar Multiheadphone Splitter - White/Green - F8Z274-P-BBY
Notes de l'éditeur
- Research from Regie Routman and Richard Allington
- Research from Michael Grinder
- Trusting children is the underpinning of what makes the Daily Five work. When trust is combined with explicit instruction, our students acquire the skills necessary to become independent learners. The Daily Five works because we gradually build behaviors that can be sustained over time so children can easily be trusted to manage on their own. Although giving children the power to choose makes us a little nervous, it puts them in charge of their own learning, is self motivating and will improve their skills. Purpose + Choice = Motivation. A sense of community provides members with ownership to hold others accountable for behaviors of effort, learning, order, and kindness. During Daily Five the class becomes a community that works together to encourage and support each other.
- The feeling that reading is so important they can’t and won’t let anything get in their way. (Story of principal in room and little girl talking to him.)
- Gail at gym… if you start with a task children have no stamina for or lack the ability to do, they are doomed for frustration and failure.
- Shoe story (P. 30 & 31) Variety of books…. Where are places you can get books to increase your library?
- Class auditorally brainstorms correct behaviors on I-chart Model these behaviors in front of class so they are seen visually Whole class then practices behaviors kinesthetically for 3 min., allowing the behaviors to be received and stored kinesthetically for all students through their muscle memories Daily review of I-chart, modeling of behaviors in all 3 memory systems, therefore becoming part of the children’s default behaviors. 3 min. practice is part of the process of successfully preparing children for extended periods of independent work. As soon as one child goes off task during practice time, a signal should be given to stopa nd gather students back together to review how it went. We NEVER want children to continue with off-task behavior because they will train their muscle memory the wrong way. When all children are successful with 3 min, one min. is added to each practice.
- Thumbs-up, in front of heart, to show they knew in their hearts they were independent and successful with that behavior. Thumbs sideways if they thought they were someone independent and successful but could do better Thumb is only for reflection, don’t worry about others Don’t put thumb down… we are all works in progress and don’t want to encourage those who thrive on negative attention.
- Have participants share any ideas they have
- Show lesson plans