Day 1 Questions 1 What are three ways to read a book 2 What do students and the teacher do during Read to Self 3 Who can model the behaviors 4 Challenge Can we build stamina Use of the ID: 410710
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Slide1
The Daily Five
Day 1 Questions1. What are three ways to read a book?2. What do students and the teacher do during Read to Self?3. Who can model the behaviors?4. Challenge: Can we build stamina?
Use of the
lessons
assumes access to the Daily 5 book by Gail Boushey & Joan Moser, 2006, Stenhouse Publishers
Graphics are licensed through
the Graphics Factory.Slide2
What are three ways to read a book?
Choose a story and read it three different ways. Three Ways to Read a Book:
1. Read and talk about the pictures.2. Read just the words.
3. Retell a previously read book. Slide3
What do students and the teacher do during Read to Self?
READ TO SELF, INDEPENDENCEStudents Teacher
Works with groups of students
Listens to children read
Helps students with readingSlide4
What does it look like and sound
like during Read to Self?Who can model the behaviors?Correct Model
Incorrect ModelSlide5
Building Stamina--How do these photos show stamina?
You can build stamina in reading, too!Slide6
What does it look like and sound
like during Read to Self?Who can model the behaviors?Correct Model
Incorrect ModelSlide7
Challenge: Can we build stamina?
Day One Challenge: 3 MinutesAfterwards:Check the I Chart of Read to Self. How did it go?Slide8
What went well?
Do we need to make any
changes?Slide9
Now, one more three minute practice and check-in!
Get your book box and find a different place to sit.Slide10
Day 2: Four minute challenges.
3 or 4 challenges today! 1. Three ways to read a book review. 2. Review I-chart. 3. Model and practice behaviors. 4. Building stamina challenges.Slide11
Day 3
Review days 1 and 2.Discuss where to sit and how to choose where to sit.Stamina Challenge: 5 MinutesSlide12
Day 4---Review I Chart and Days 1, 2, and 3.
How to choose good fit books.Listen to Goldisocks and the Three Libearians.
Jackie Mims Hopkins (Author), John Manders (Illustrator) Slide13
The Daily Five:
Read to Someone
Copyrighted graphics, please respect.Slide14
Why do we read to other people?
1. To become a better reader.
2.
3.
4. Slide15
What do students and the teacher do during Read to Someone?
READ TO SOMEONE, INDEPENDENCE
Students
TeacherSlide16
Building Stamina--How do these photos show stamina?
You can build stamina in reading, too!Slide17
Play a game.
Fly on the ceiling.
Use a soft voice.
Get started right away.
Stay in one spot.
Tell what you got for your birthday.
Read the whole time.
Hold the book upside down.
What does it look like and sound
like during Read to Someone?
Who can model the behaviors?
Correct Model Incorrect ModelSlide18
Challenge: Can we build stamina?
Day One Challenge: 3 Minutes
Afterwards:
Check the I Chart of
Read to Someone
How did it go?Slide19
What
went well?
Do we need to make any changes?Slide20
Now, one more three minute practice and check-in!
Get your book box and find a different place to sit.Slide21
What is the check-in signal?Slide22
What are our jobs?
Check for Understanding
What is the
reader's job?
What is the
listener's job?Slide23
Day 2: Four minute challenges.
3 or 4 challenges today!
Ways to read to someone.
Review I-chart. Model and practice behaviors. Building stamina challenges.Slide24
Day 3
Review days 1 and 2.
Brainstorm and practice "How to Choose Books"
Talk about it and make a deal.
scissors
rock
paper
Stamina Challenge: 5 MinutesSlide25
Day 4---Review I Chart and Days 1, 2, and 3.
Brainstorm and practice
where to sit in a room.Slide26
Day 5
"How to Choose a Partner"
1.
Not always your closest friend.
2. Close your mouth and raise your hand.
3.
4. Slide27
The Daily Five
Listen to ReadingQuestions1. What are the expected behaviors?
2. How do we use the materials?3. Who will model correct behavior to use the materials?
4. Who will model correct behavior to clean up the materials?5. How do we listen to a story, finish it, and begin a new story?
6. What to do if time is up but the story isn’t finished?7. How do we share ?
Licensed Clip ArtSlide28
Why do we listen to reading?
1. It helps us be better readers.2. It helps us learn and understand new words and stories.3. And . . . .____________________________!Slide29
What do students and the teacher
do during Listen to Reading?Listen to Reading, INDEPENDENCEStudents Teacher
Works with groups of students
Listens to children read
Helps students with reading
1. Get
out materials.
2.
Listen
to the whole story.
Stay in one spot.
4.
5.
6.
7.
8. Slide30
What does it look like and sound
like during listening to reading?Who can model the behaviors?Correct Model Incorrect ModelSlide31
Afterwards:
Check the I Chart of Listen to Reading. How did it go?Challenge: Can we build stamina?Day One Challenge: 10 MinutesSlide32
What went well?
Do we need to make
any
changes?Slide33
Day 2
Review Day 1How do we put materials away?Slide34
Day 3
Review Day 1Review putting materials away.Practice what to do if work time is up before the story is finished.Slide35
Day 4
Review I-ChartDiscuss the number of listening centers available.Decide on a way for all to participate.Do we have ideas for who listens first, second, and so on?Slide36
1. Why should we work on writing?
2. What do we do when we can't spell a word?
3. What should we brainstorm ______________?
4. Where _________________?
5. What ____________________?
6. What ____________________?
7. What are some forms of _______________?
The Daily Five
Writing Work QuestionsSlide37
Why should we work on writing?
It helps us become better readers, writers, and spellers.
We care about our ___________________________________________________.
It is ____________!Slide38
Let's pretend this is my writer's notebook. I want you to all see my writing.
La
st weekend the
weederst
thing happened, and I just couldn't wait to write about it in my writer's notebook. I was sitting outside after dinner reading a book when I heard the rush of wings right above my head. I looked up from my book to see a huge owl land on the railing of my deck. I sat perfectly still, hardly daring to breathe. The owl was staring very intently into the grassy area below. Suddenly the owl seemed to fall right off the edge of the deck! I jumped up and ran to the deck's edge just in time to see the owl grab a mouse and take off flying with it into the air. What a good dinner for the owl!
What do we do when we
can't spell a word?
Did I get up and ask someone how to spell the word?
Did I stop writing because I couldn't spell the word?Slide39
Notice:
All year, underline words
you can't spell and go on!Slide40
Building Stamina
How do these photos show stamina?
You can build stamina in writing, too!Slide41
Correct Model Incorrect Model
What does it look like and sound
like during writing work time?
Who can model the behaviors?Slide42
What do students and the teacher do during
Work
on Writing?
Work on Writing, INDEPENDENCE
Students Teacher
Works with groups of students
Listens to children read
Helps students with reading
Take out __________.
Work quietly in one _____.
Work the ______ time.
Try our ______.
Work on
st
_______.
Get started quickly.Slide43
Challenge: Can we build stamina?
Day One Challenge: 3 Minutes
Afterwards:
Check the I Chart of writing work.
How did it go?Slide44
What went well?
Remember, each person needs to clean up his or her own area and also help keep the classroom clean.
Do we need to make any changes?Slide45
Now, one more three minute practice and check-in!
Write for three more minutes.Slide46
Day 2: Brainstorm and practice where to sit, and
what materials to use. Materials: notebook, pencil, sketching Slide47
Day 3
What to write about:
Make
a list of topics Make
a list of forms
Post
our lists!Slide48
The Daily Five
Word Work Questions1. Why do we care about spelling?2. What materials _______________?3. How do we use _______________?4. How do we behave when _______________? 5. What are the correct ________________?
6. How long is our stamina for word work? 7. How do we behave when______________ ?
Licensed graphicsSlide49
Why do we care about spelling?
1. It helps us become better readers, writers, and spellers. 2. We care about our _______________________________.3. It is __________!Slide50
Materials to use to practice spelling:
WhiteboardsMagnetic lettersWikki stixLetter stampsColored markers and paperSlide51
What do students and the teacher do during Word Work?
Word Work Materials Set-Up and Use: Independence ChartStudents
Works with students
One person takes out materials
of his or her choice and sets
up in a quiet location.Stay in one ______.
Work the w_____ t_____.
Try your b______.
Work on stamina.
Work quietly.
Get started
qu_____y
.
TeacherSlide52
Correct
Model
What does it look like and sound
like during word work?
Who can model the behaviors?Incorrect ModelSlide53
Building Stamina--How do these photos show stamina?
You can build stamina in word work, too!Slide54
Challenge: Can we build stamina?
Day One Challenge: 3 MinutesAfterwards:Check the I Chart of Read to Self. How did it go?Slide55
What went well?
Do we need to make any changes?Slide56
Now, one more
practice and check-in!Slide57
Student
DAY 2: I Chart for Word Work How to Use Materials I-Chart
1. Work the whole time.
2. Stay in one _____________Work q_______________.Work on s__________.Try your best.
Get started quickly.
Work with Students
TeacherSlide58
Day 3
Review days 1 and 2.How do we cleanup materials for word work?Slide59
I-Chart for Word Work Material Clean-up Independence
Students Teacher
Works with students
Everyone using materials helps ________________ away.
Materials go back _____________.Leave the materials _______.Clean quietly.
Get started on you new task quickly.