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