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What’s happening with Daily 5 in your classroom? What have you introduced? What’s going well? What are your questions?
What’s happening with comprehension in your classroom? What have you introduced? What’s going well? What are your questions?
“The way teachers structure the learning environment and the way students spend their time influences the level of reading proficiency the students have attained at the end of the academic year.”
(Cooley, 1981)
The Daily Five is not a reading program but “....a structure for developing shared awareness and instructional routines with students, through specific, focussed teaching, while balancing students’ needs for choice and independence.”
(Moser & Boushey, 2006)
1. Read to yourselfThe best way to become a
better reader is to practice every day,
with books you choose, on your just-right
reading level.
2. Read to someoneReading to someone allows
more time to practice strategies, helping you
work on fluency and expression, check for understanding, hear your own voice, and share in the learning
community.
3. Listen to readingWe hear examples of good
literature and fluent reading. We learn
words, thus expanding our vocabulary and
becoming better readers.
4. Work on writingJust like reading, the best
way to become a better writer is to practice writing every day.
5. Work on wordsCorrect spelling allows for
more fluent writing, thus speeding up the
ability to write and get thinking down on paper.
This is an essential foundation for writing.
ESSENTIAL FEATURES FOR GETTING STARTED WITH DAILY FIVE
Establishing a ‘community’ gathering place in the room
Choosing ‘good fit’ books Setting up classroom libraries Organising student book boxes Creating anchor charts Frequent, repeated, ‘good practice’ to build
stamina
FREQUENT, REPEATED, ‘GOOD PRACTICE’ TO BUILD STAMINA
10 Steps to Teaching and LearningIndependence1. Identify what is to be taught2. Setting Purpose – Sense of Urgency3. Brainstorm behaviors desired using an I chart4. Model most desirable behaviors5. Model least desirable behaviors then desirable6. Place students around the room7. Everyone practice and build stamina (3 minutes)8. Stay Out of theWay9. Quiet Signal – Come back to Group10.Group Check In – “How Did You Do?”
COMPREHENSION
Teach and use the language of reading and comprehension on a daily basis in your instructional time: Shared reading Guided reading Read aloud
READING WORKSHOPWhole class Independent or group Whole class
Mini lessonModelling a strategyDemonstration
•Independent reading•Individual conference•Response to reading•Small group focussed teaching:
Oral languageRead aloudShared readingGuided readingReciprocal readingLiterature circlesBook clubs
Reflection Share time
20% 60% 20%
DICTOGLOSS
STUDENTS WORK IN PAIRS OR GROUPS TO RECREATE A TEXT THAT HAS BEEN READ ALOUD TO THE CLASS. SHARED RECONSTRUCTION OF A TEXT.
Listen for the key ideas and words in a text.
It will help us to reconstruct the text in
our own words.
DICTOGLOSS
Listen to the complete text. Work alone to record key words or ideas as the
text is being read aloud for the second time. Work with a partner to recreate the main ideas
from a paragraph in the text. Write these ideas in sentences. Share with the group. Listening
comprehension precedes reading
comprehension.
PLANNING FOR TERM TWO
Set yourself two SMART goals:
S – specific M – measurable A – attainable R – realistic T – timely
Remember:When students aren’t learning it’s because the demonstrations they are seeing are not adequate, meaningful or necessary to them.
(Regie Routman, 1991)
What do I most have a sense of urgency about?