Daily 5
Fostering Literacy Independence in the
Elementary Grades
[email protected]
[email protected]
Gail Boushey and Joan Moser “The Sisters”
Stenhouse Publishers 2006
Turn and Talk
• Discuss with your neighbor what you are
currently doing in your classroom for
your Readers Workshop.
• What works?
• What does not work?
Question…
“How would you like to have a
classroom of independent readers and
writers, where each student has
individual goals and you had time to
work with small groups and confer with
students individually each day?”
Behne, Allison. “Leadership Support: Suggestion #1, Show the Research (ARTICLE).” TheDailyCAFE.com. The Daily CAFE,
2011. Web. 3 January 2013.
Why we use Daily Five!
• Read page 4
• Time to make centers took more teacher prep
time than it did for students to complete
• Too much time managing centers and
behaviors
• No time for small groups
Why we use Daily Five
• Provides learning routines rather than
learning activities
• Routines are habits of the mind that are self
directed and self monitored.
• Literacy routines do not require regular
preparation or intervention.
What is Daily Five?
• Daily Five is more than a management system or
curriculum framework.
• For students:
• It’s a routine that will help develop the daily habits of
reading, writing, and working with peers.
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For teachers:
Structure literacy time
Increase student independence
Allow for individualized attention in small groups
Daily 5 is not “What” You teach (content).
It is a “frame” work (management system) for your Literacy Block.
Daily 5
•Focus lessons
•Small Groups
•One on One
Conferring
•Student Choice
•Student Driven
•Authentic,
independent work
Framework
NOT…
Reading program
Busy Work
(worksheets)
Teacher assigning
activities
Teacher Directed
What Sets Daily 5 Apart?
For Teachers…
- Allows teachers to work with students
in small groups or individually.
For Students…
- Students build muscle memory while
building stamina.
- Students are independently engaged in
reading and writing.
Daily 5 Components…
• Read to Self
• Work on Writing
• Word Work
• Read to Someone
• Listen to Reading
What do I need to start Read to Self?
Book Bag or box for each student.
Variety of fiction and non fiction books.
Chart Paper (I chart and 3 ways to read a book)
Timer/chimes
Routine for getting and putting away
materials
• PRACTICE, MODEL, PRACTICE
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3 Ways To Read a Book
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Read and talk about the pictures
Read the words
Retell a previously read book
Freight Train
Launch Read to Self
• Create I-Chart
(see sample)
- Creates urgency and sets the student and teacher expectations
• MODEL, MODEL, MODEL
- Correct model/Incorrect model
• Build Stamina – VERY IMPORTANT!
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Places students around the room and Build Stamina (1-3 minutes)
- Teacher MUST stay out of the way and NOT make eye contact while
students are building stamina for the first couple of days. Resist the
urge to praise!
- Once a student breaks stamina, call the group back to the gathering
place.
“Barometer” Children
• Students who struggle with behavior
while building stamina are called
“Barometer” children. These are the
children who will usually break stamina
first.
Read to Self Video
Stop
View the Read to Self Video on the Portal
When to Launch the Next Daily 5…
Before launching the next Daily 5, it is
recommended to have built up significant
stamina in the current Daily 5 (usually by day 5)
Kindergarten = 7-8 minutes
Primary (1st grade) = 10-12 minutes
Intermediate = 12-14 minutes
What to Launch Next?
Once your students have built up enough
stamina you can launch the next Daily 5.
In the book, the Sisters recommended
launching Read to Someone after Read to
Self. They have since changed that and
they now launch Work on Writing after
Read to Self.
What do I need for Work on Writing?
• Notebooks, writing paper, teacher-made
journal for each student.
• Pencils and crayons
• Establish a routine for getting materials and
putting away.
• PRACTICE, MODEL, PRACTICE
Launch Work on Writing
Make I-Chart of expectations
Word Wall
Brainstorm list of things to write about
Work on Writing is student choice. They
choose what they want to write about that
day.
• At first, it may be just drawing a picture, word
lists, or simple sentences with popcorn words
from the word wall.
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What Next?
• Take a few days to build stamina in Read to
Self and Work on Writing.
• Girls read while boys write then switch
• Build stamina to 5-6 minutes before adding
another rotation.
• Teacher and assistant stay out of the way.
• Good time to address students having
difficulty staying on task.
What do I need for Word Work?
• A good assistant!
• Literacy center games and activities
• Word work can be phonics and phonemic
games and activities that correlate with
the district word study.
What do I need for Listen to Reading?
• Listening center with headphones
• iPads with headphones or computers
with headphones
• Listen to Reading allows students to
hear text being read fluently.
Teacher Group
-Students are grouped by reading level and
can change as needed.
-Guided reading lessons are planned
according to reading level.
Rotations
Daily 5 Model Video
Stop
View the Daily 5 Model Video on the Portal
Kindergarten Stops Here!
What is CAFÉ
CAFÉ is a structure for conferring, a language for
talking about reading development and a system for
tracking growth and fostering student independence.
CAFÉ is a system with these core elements:
• One on One Assessing of Students with the
Teacher
• Whole-group instruction based on the needs of
many students, which often uses texts from
whole-class read alouds (Interactive or Shared).
• Small-group/ 1:1 instruction based on students’
similar needs in one of the CAFÉ categories.
The Café
Goals
• Comprehension
• Accuracy
• Fluency
• Expand Vocabulary
Strategies
•CCSS and Grade
Level Expectations
•Current Research of
Process and
Strategies
Café Menu
•At the beginning of the year
the Menu should have only
headings.
•Create the board with
students as strategies are
introduced.
•Have student write
strategies.
•Only the strategies that are
taught whole group go on
board
•Students declare their
strategy and writes their
name on post it.
Focus Lessons (Whole Group)
• Launching CAFÉ Pp. 95-97 Appendix p. 130-137 (in the book)
• Identify strategy and share “secret to success”
• Instruct
• Practice with partners
• One student writes and illustrates strategy on a card
• Review strategy
• Encourage practice during reading times
• Student posts strategy on menu after independent
practice
• Continually connect new strategies to strategies already
on the menu
You will note that this is Day 1. Similar
to the Daily 5, there is a guide for
launching CAFÉ up through Day 26.
Assessment
• Initial Assessment:
DRA, Running Records, (BCSD
teachers would also use Pre-test for
Unit 1)
• CAFÉ menu:
Strategies/Goals
7 Steps to Assessment
1. Assess individual student.
2. Discuss the findings with student.
3. Set Goal and identify Strategies with
student.
4. Student declares goal on Menu and in
notebook.
5. Teacher fills out individual Reading
Conference form.
6. Teacher fills out Strategy Groups
Form.
7. Instruction
Turn and Talk
• Discuss with your neighbor how these
steps differ from what we currently do.
Goal Setting After Assessment
• Discussing assessment results with student as
part of the assessment
• CAFÉ Menu
• Asking student about themselves as a reader
• Deciding on strategy (ies)
• Student declares the goal (states it themselves)
• Student posts name on Class Menu at that
moment (writes name on post-it and places it
under correct heading)
• Student returns and repeats goal again
Why is this important?
Video
Conferencing
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Continual (happens all the time/every
day/multiple times a day)
Brief (some may be only 2-3 minutes)
Targeted instruction
All students (fair is NOT always equal some students may meet with you dailyothers once every 2 weeks)
Student sets & articulates goals
Shared language with students
Consistent structure
What does a one on one
conference look like?
As you watch the video ask yourself…
• Did the teacher use all seven steps of
effective conferencing?
• What was the purpose the teacher
had?
• Did the student understand what she
was expected to do?
• What made the conference effective?
Seven Elements for Successful
Conferences
1.
2.
3.
4.
5.
6.
7.
Check the calendar for appointments
Prepare for conference
Observe student & listen to reading
Reinforce & teach
Practice the Strategy
Plan
Encourage
Parent Pipelines
• Each of the CAFÉ strategies has a
correlating Parent Pipeline.
• The Pipeline explains the strategy to
parents and gives them tips on how they
can work on this strategy at home with
their child.
• Gives parents the CAFÉ language that
we use with the students in the
classroom so they can use when talking
to their child about reading.
Strategy Groups
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Form one strategy group of most at risk
students to start.
Identify a group of 2-3 students that need the
same strategy (example: back up and reread)
Use Reading Conference Forms completed at
Assessment (conferring notebook)
Teacher groups students together based on
common goal/strategy.
The goal is flexible grouping: students work on a
strategy until mastery (some students may
require 1:1 instruction).
NOTE: Small groups/1:1 do not begin until
stamina has been developed and assessments are
complete
Strategy Instruction
CCSS based
Hierarchy of strategies: 6-5-4-3 (Menu)
Whole Group Mini-lessons: 5-10 minutes
Day 1/ Read Alouds with Strategy Instruction
– Checking for Understanding (Read aloud #1)
– Cross Checking (Read aloud #2)
– Tune in to interesting words (Read aloud
#3)
• Continual modeling
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Touch Points: Ongoing
Assessment
• Quickly assess student learning and assign a score
• Documents student learning so trends in performance
may be observed and instructional decisions may be
made.
• Holistic score for each interaction
• C = Area of Concern
• P = Progressing
BCSD can use 4, 3, 2, 1 to
match report card and unit
rubrics grading scales.
• M = Meets Expectations
• E = Exceeds Expectations
• If students receive 3 C/P points after 3 teaching
attempts than change instruction (remediate)
• Recorded after each meeting 1:1 or small group
Comprehension: Check for
Understanding
• First strategy introduced
• What is it? : Stop frequently and check to see if you
understand what you’re reading.
• Ready reference form p.154
• “Secret to success”
– “Knowing when we read we must think about the story
and realize what the author is trying to tell us or what
we are learning from the book. Readers stop frequently
to check for understanding or to ask who and what.”
• Model everyday of the school year
• Video
Accuracy: Cross Checking
• Second strategy taught
• What is it? : Strategy for ensuring the words (and
sometimes pictures) read make sense and match the
letters on the page
• Ready Reference form p.170
“Secret to success”
“Must be able to monitor for meaning and know when it is
necessary to pause and fix-up the meaning instead of just
continuing to read. Constantly grounding reading in
meaning is vital to the success of this strategy.”
• Kinesthetic motion – “Does it look right?”, “Does it sound
right?”, “Does it make sense?”
Expand Vocabulary: Tune in to
Interesting Words
• Third strategy taught
•
What is it? : Build word awareness and the understanding
of words so they have “thinking power” left in their brain to
comprehend and make meaning of what is read.
• Ready reference form, p.185
Secret to Success
“When we read independently, we must read and practice
this strategy with a “good fit” book. We may use a word
collector to record and remember the new words.”
• 2-3 words selected per day
The Conferring Notebook
a.k.a. The Pensieve
It holds our most
important thinking about each
student.
Organizing a Conferring
Notebook
~ As you watch this video, think about
how you will use your conferring notebook
and the importance of the elements to
student learning.
Conferring Notebook (Pensieve) –
Sections and Forms
Section
Forms
Keeping Track
- Keeping track form
- Calendar
Focus Group
- Strategy group forms
Data
- Data sheets
Student section
(a tab for each student that
includes…)
- Reading Conferring form
- Writing Conferring form
- copy of CAFÉ menu
Are you worried how you could
implement Daily 5 and CAFÉ into the
ELA Units and Enhanced Balanced
Literacy?
Integration
• CAFÉ menu is correlated to the CCSS.
Focus on strategies in the menu that fit
in with the priority and supporting
standards for the current unit.
• Video – Using CAFÉ menu strategies in
instruction
• Interactive CAFÉ menu gives
Downloads, Articles, and Videos from
the website (all compiled in one place)
for each strategy. It also lists books to
use to teach that strategy.
Integration continued…
• Lit Lessons – Chrysanthemum
Resources
http://www.thedailycafe.com/
(articles, videos, and documents)
Boushey, Gail, and Joan Moser. The Daily 5. Portland, ME: Stenhouse,
2006. Print.
Boushey, Gail, and Joan Moser. The CAFÉ Book. Portland, ME:
Stenhouse, 2009. Print.
http://www.warrenschools.com/cms/lib/TN01000777/Centricity/Doma
in/1166/Daily%20Five%20and%20Cafe%20Presentation.pdf