BY: Gail Boushey and Joan Moser

Chapter 3: Click to edit Master subtitle style Whats the Difference?: Key Materials, Concepts, and Routines for Launching the Daily Five

Daily Five

7/12/12

When we follow routines day after day, our students can use their energy to grow as readers and learners rather than to figure out what we expect them to do. And we in turn, can focus our energy on teaching, not managing, our independent learners. Click to edit Master subtitle style Kathy Collins

7/12/12

Key Materials, Routines, and Concepts

Establish a gathering place for brain and body breaks through a series of lessons

Develop the concept of good-fit books Create anchor charts with students for

referencing behaviors
Short, repeated intervals of independent

practice

Calm signals and check-in procedures Use the correct model/incorrect model

approach for demonstrating7/12/12 appropriate

Gathering kids in front for instruction, releasing them to practice, and then bringing them back to share their thinking represents the steady flow that is at the heart of effective teaching and learning. -Stephanie Harvey and Anne Goudis Click to edit Master subtitle style (Strategies That Work)

7/12/12

Establish a Gathering Place

Have one regardless of the age you teach It is another way to influence children to be

successful
Distractions are limited and proximity allows you to

check in on behavior more effectively

Students are able to turn and talk to each other,

engaging everyone in the conversation of the lesson

Provides time for a change in their brain work along

with much-needed movement of their bodies

7/12/12

Good-Fit Books
A Childs purpose for reading, interest in a topic,

and ability to comprehend play as large a role in finding a good-fit book as readability
The challenge lies with teaching children to be

empowered to choose good-fit books for themselves learn

It requires frequent conversations to help children It is one of the most important things to do to

become a better reader

7/12/12

I PICK
(good-fit books)

I choose a book
P urpose- Why do I want to read
it?
Click to edit Master subtitle style

I nterest- Does it interest me? C omprehend- Am I understanding

it?

K now- I know most of the words.

7/12/12

The Sisters compare book selection to shoe selection

Different shoes have different purposes

(show a variety of shoes)

Just like we choose which shoes to wear for

which activity, we have a purpose when we choose books

Just like we choose shoes to wear with our

various interests, we choose books of interest

Just like we choose shoes that fit us

perfectly, we choose books that are not too 7/12/12 hard and we understand

Good-Fit Books: Tips

Create a yearlong anchor chart to help students

remember the IPICK strategy strategy

Spend time helping students find books using the Share the strategy with your librarian When a child asks for help choosing a book, always

ask their purpose and what they are interested in first

7/12/12

Good-Fit Books: Tips Continued

Have them model book choices in front of class Send home a newsletter to parents explaining the

strategy
Revisit I PICK at least once a month

7/12/12

How this helps?

We know that the very best way to grow as a reader is to spend lots of time reading, and the majority of the time needs to be with a good-fit book. Children who learn to select good-fit books will no longer wander aimlessly in a library or classroom collection looking for books - Gail Boushey and Click to edit Master subtitle style Joan Moser

7/12/12

Setting up Book Boxes

Each child should have a personal collection of

good-fit books at hand while reading

Before the first day of school, set up a collection for

each child so they have books on the first day

Collect books from classroom library, public library,

donations, garage sales, etc.

Add to your classroom library each year

7/12/12

Children in classrooms with the most books consistently outperform their peers who are in to edit Master subtitle style classrooms with little to no Click library. - Jim Trelease (2001)

7/12/12

I PICK

Anchor Charts

3 Ways to Read Boos

As each component is introduced, the class comes

together to make an anchor chart- I (for independent) Chart

Discuss, whole group, student and teacher

behaviors and add to the charts

Post charts in the room so the childrens thoughts

and learning can be referred to yearlong

7/12/12

Short Intervals and Repeated Practice

Memory stored in the kinesthetic system evokes

the longest memory. Movement is stored in muscle memory and becomes part of our default behaviors.
In each Daily Five lesson, the class auditorally

brainstorms correct behaviors on the I Chart

Next, children model these behaviors in front of the

class (visual)
Last, the whole class practices behaviors

kinesthetically for three minutes

7/12/12

Short Intervals and Repeated Practice cont.

Introducing each component includes a three-minute

independent practice period (can be a little longer for older grades)

Repeat often throughout the weeklong launching

phase

This process successfully prepares children for

extended peroids of independent work the students.

The length of this period depends on the behavior of If even one student is off-task, call the whole group

back to the gathering area to reflect on the practice 7/12/12 time

Never set a timer because the childrens behaviors should determine when the signal is given Do not use a punishing tone in Click to edit Masterto a child off-task. With response subtitle style encouragement and practice, he/she will increase stamina.

7/12/12

Signals
Get childrens attention in a calm and respectful way Come up with a signal to get the students attention

so they know its time to gather and check back in (the Sisters used chimes) students

Explain the signal and its purpose carefully to Make an anchor chart with students about what it

looks like and sounds like (record students names with their suggestions)

7/12/12

Check-In
Check-In is used in connection with the I-charts Helps children become more aware of the

expectations and how successful they were as they worked their work (could be thumb up or to the side)

Come up with a sign for the students to reflect upon

Reflection sign is related only to them- shouldnt worry about what sign classmates are showing attention

Dont suggest a thumb down as it could give negative As the Sisters say, We are all works in progress
7/12/12

Correct Model/Incorrect Model

Modeling is key to teaching Daily Five routines Begin by discussing what the skill looks like A student demonstrates correct behaviors while the

teacher points out behaviors that are encouraged

A student demonstrates incorrect behaviors while the

teacher points out behaviors which are discouraged and what they should not be doing

Children are able to CLEARLY see whats expected

7/12/12

The beginning of the year is all about establishing routines, defining expectations, practicing behaviors, and building stamina with children within the Daily Five framework, and it takes lots of discipline on the childrens part Click to edit Master subtitle style as well as the teachers. We move slow to eventually move fast. The payoff is enormous. - Gail Boushey and Joan Moser

7/12/12

PowerPoint presentation by Antoinette Day @ http://4321teach.blogspot.com/ * Note: The Daily 5 and CAFE are trademark and copy written content of Educational Design, LLC dba The 2 Sisters. Educational Design, LLC dba The 2 Sisters does not authorize or endorse these materials.

Click to edit Master subtitle style

7/12/12