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    Daily 5 Model Presentation

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    api-301987462
    The Daily 5 and Daily 3 models provide a framework for teaching reading and math behaviors and skills through student independence and rotation between tasks. The models include foundation lessons for 5 reading tasks (Read to Self, Work on Writing, Read to Someone, Listen to Reading, Word Work) and 3 math tasks (Math by Self, Math with Someone, Math Writing). Teachers assess students, set goals, model behaviors, and confer individually to reinforce strategies and plan next steps. The models aim to improve reading achievement through establishing stamina and increasing independence with various literacy and math activities.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Daily 5 Model Presentation

    Uploaded by

    api-301987462
    89 views14 pages
    The Daily 5 and Daily 3 models provide a framework for teaching reading and math behaviors and skills through student independence and rotation between tasks. The models include foundation lessons for 5 reading tasks (Read to Self, Work on Writing, Read to Someone, Listen to Reading, Word Work) and 3 math tasks (Math by Self, Math with Someone, Math Writing). Teachers assess students, set goals, model behaviors, and confer individually to reinforce strategies and plan next steps. The models aim to improve reading achievement through establishing stamina and increasing independence with various literacy and math activities.

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    daily 5 model presentation

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    The Daily 5 and Daily 3 models provide a framework for teaching reading and math behaviors and skills through student independence and rotation between tasks. The models include foundation lessons for 5 reading tasks (Read to Self, Work on Writing, Read to Someone, Listen to Reading, Word Work) and 3 math tasks (Math by Self, Math with Someone, Math Writing). Teachers assess students, set goals, model behaviors, and confer individually to reinforce strategies and plan next steps. The models aim to improve reading achievement through establishing stamina and increasing independence with various literacy and math activities.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    89 views14 pages

    Daily 5 Model Presentation

    Uploaded by

    api-301987462
    The Daily 5 and Daily 3 models provide a framework for teaching reading and math behaviors and skills through student independence and rotation between tasks. The models include foundation lessons for 5 reading tasks (Read to Self, Work on Writing, Read to Someone, Listen to Reading, Word Work) and 3 math tasks (Math by Self, Math with Someone, Math Writing). Teachers assess students, set goals, model behaviors, and confer individually to reinforce strategies and plan next steps. The models aim to improve reading achievement through establishing stamina and increasing independence with various literacy and math activities.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 14

    The Daily 5 Model

    for
    Reading and Math
    Every child deserves a champion; an
    adult who will never give up on them,
    who understand the power of connection
    and insists they become the best they
    can possible be
    ~ Rita
    Pierson

    Presented by:
    The Fabulous 4
    as taken from the 2 Sisters

    Stepping Stones
    to avoid stumbling blocks
    Not held to content teaches behaviors of
    reading and writing. Can be used in Science,
    Social Studies, etc
    Purpose and Goals:
    Teach behaviors
    Improve independence
    Increase reading achievement
    Stamina must be established before launching
    a new tasklaunch ONLY when the students
    are ready.

    Read to Self

    Foundation Lessons
    3 Ways to Read a Book
    Read the pictures
    Read the words
    Retell a familiar story

    Choose a Successful Spot


    IPICK Good Fit Books
    I look at a book
    Purpose
    Interest
    Comprehend
    Know all the words

    Good Fit Books


    Taught EVERY day the first 2 weeks
    Taught EVERY week for the whole year

    Work on Writing

    The best thing you can do is to write


    in front of your students everyday
    Foundation Lessons
    Underline words you do not know how to spe

    ll, and move on


    Set up writing notebook
    Write above spelling level

    Choose What to Write About


    Time to practice writing
    Create a love of writing

    Read to Someone
    Not all students will participate
    Foundation Lessons
    EEKK (how to sit)
    elbow, elbow, knee, knee
    Voice Level
    Check for Understanding
    I just heard you read. (who, what)
    How Partners Read
    Both partners read the same book I Read, You Read
    Partner that is not reading checks for understanding
    Switch jobs after reading a paragraph or page
    Each partner chooses their own book and reads a page and partner checks for understanding
    How to Get Started
    Talk about it and make a deal
    Rock, paper, scissors
    Coaching or Time?
    If a partner comes to a word they do not know, the other partner silently counts to 3 and asks, Do you
    want coaching or time?
    If they want coaching, the partner provides clues to help partner
    If they want time, they sit and wait patiently
    How to Choose a Partner
    Raise your hand to show you need a partner
    Give eye contact as a silent match-up
    Walk toward each other
    Ask Do you want to be my partner? and accept (Refusing is NOT an option)

    Listen to Reading

    Foundation Lessons
    Set up the technology
    Listen and follow along
    Manage fairness and equitable use with a

    limited number of devices

    Not for all students


    Not everyday

    Word Work

    Foundation Lessons
    Set up and clean materials
    Choose materials and words to use
    Check writing during conference time, circle
    misspelled words, those words become word
    work words
    Choose a successful spot
    Not all students at once

    Teaching Daily 5

    Identify what is to be taught


    Create a sense of urgency
    Record most desirable student and teacher behaviors
    I Charts: Revisit charts when you get a new students or reteach

    behaviors

    Model most desirable behaviors


    If _______ reads like this, will he become a better reader?

    Model least desirable behaviors


    If _______ reads like this, will she become a better reader?
    Switch to model the most desirable behaviors

    Place students around the room


    Practice and build stamina
    Stay out of the way
    Quiet signal come back to group
    Group check-in: How did it go?
    Rate yourself 1 - 4

    Daily 3 Math
    Math Notebooks

    Math by Self
    Math tools expectations (tools, not toys)
    Math materials (location, setup, and cleanup expectations)
    Review math games/activities from prior years curriculum or previously

    taught lessons

    Math with Someone


    Math materials (location, setup, and cleanup expectations)
    How to choose a partner
    How to get started
    How partners work together
    Review math games/activities from prior years curriculum or previously

    taught lessons
    Review Math by Self games that can also be used in Math with Someone

    Math Writing
    Math writing materials (location, setup, and cleanup expectations)
    Math problem solving
    What to do when you come to a work you dont know how to spell?

    C.A.F.E.

    Strategies on CAF board are strategies


    you teach whole class some students
    will work on skills not on the board
    Classroom library should be organized by
    genre
    Some students may have a behavior
    strategy before a reading strategy OR
    their strategies may go hand-in-hand
    Cafe Menu
    Caf Menu

    C.A.F.E.
    7 Steps from Assessment to Instruction
    Any assessment is only as good as the action
    that arises from it. Mary James

    Assess individual students


    Discuss finding with student
    Set goal and identify strategies with student
    Student declares goal on menu and in
    notebook
    Teacher fills out individual conferring sheet
    Teacher fills out strategy group forms
    Ready for instruction

    Teaching, Conferring, Coaching

    Check calendar for appointments


    Prepare (30 seconds)

    Review your conferring notes for the students strengths and strategy focus
    Observe (1 minute)

    [Student], lease read so I can listen in; then tell me about yourself as a reader.

    Observe the student. Is he or she applying the skill/strategy taught or reinforced last time you met?

    What is the student doing well with his or her strategy/skill application?
    Reinforce and teacher (1 minute)

    I noticed ______; what did you notice? Today we are going to _______.

    Verbally share with student you observations of what he or she was doing well.

    Teach or reinforce the skill or strategy you feel is just right for the student now by:
    Explicit explanation

    Modeling

    Thinking aloud

    Offering advice
    Practice (1 minute)

    **Walk to students to confer this gives the chance


    to check on barometer students**

    Now it is your turn. You try

    As the student to practice the skill/strategy while you listen in


    Plan (30 seconds)

    This is what I am hearing, and because of that, this may be our next step.

    Based on todays teaching and learning, decide and agree together what the next step will be. It is not uncommon
    for students to need continued practice with the previous strategy.

    Write this plan on the coaching sheet


    Encourage (30 seconds)

    Just before you leave the student, encourage him/her to continue to practice the skill taught or reinforced today.

    Student should articulate the goal

    Quotes to Think About

    It is risky to move out of your comfort zone especially when it pushes


    your colleagues out of theirs.
    ~Ackerman & Mackenzie

    When we reflect on why things work for a few students, we can begin to
    formulate a stance toward all students, a stance based on our
    commitment to respect the depth of their potential and the dignity of
    their person.
    ~Robert Fried

    If you are a struggling reader, all you have to do is look though and say
    nothing, and then you will become invisible.
    ~Richard Vacca

    Great teachers empathize with kids, respect them, and believe that
    each one has something special that can be built upon.
    ~Ann Lieberman

    One Fabulous Lady

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