Launching the Daily 5

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Claud Sims
7 years ago
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1 Launching the Daily 5 DAY ONE Read-aloud #1: Check for Understanding: post on CAFE board Three Ways to Read a Book -read the pictures (model) -read the words (model and use the same book as read the pictures) -create I-chart for Three Ways to Read a Book -students can practice reading the words and reading the pictures Introduce Read to Self -create I-chart -model the correct way -model the incorrect and correct way -3 minute practice -3 minute practice Read-aloud #2: Cross Checking (also continue to model Check for Understanding) Read-aloud #3: Tune In to Interesting Words DAY TWO Three Ways to Read a Book -add retelling a familiar story (model and use same book as previous day) -review Three Ways to Read a Book -review read to self I-chart -model incorrect and correct ways (student) -4 minute practice -practice building stamina and check-in 2-4 times daily (increase one minute each time if students are successful) Read-aloud #1: Back Up & Re-read Read-alouds #2 & #3: Review & model Check for Understanding, Cross Checking, & Tune In to Interesting Words DAY THREE Choosing a Good Spot -discuss and brainstorm good spots within the classroom -create I-chart -practice choosing a good spot (one student, few students, whole class) -review Three Ways to Read a Book -review read to self I-chart -practice

2 Read-aloud #1: Introduce & teach Read Appropriate-Level Texts That Are a Good Fit Read-alouds #2 & #3: Review all strategies introduced to this point. DAY FOUR -review Picking A Good Spot I-chart; practice -review Three Ways to Read A Book -review Read To Self I-chart Read-alouds: Review all strategies introduced to this point. DAY FIVE -Review Three Ways to Read A Book, Where to Sit in Room, & Read-to-Self Behaviors Read-alouds: Review all strategies introduced to this point. DAY SIX -Good-fit books lesson (with shoes) -Make IPICK chart I choose a book Purpose: Why do I want to read it? Interest Does it interest me? Comprehend Am I understanding what I am reading? Know I know most of the words -Introduce Work on Writing -What to do if you can t spell a word (sound it out, underline & go on) Read-alouds: Review all strategies introduced to this point. DAY SEVEN -Review IPICK chart -Review Work-on-Writing I-chart -Practice: build writing stamina Read-aloud: Model & teach Monitor & Fix-Up Strategy (from now on, have students write on strategy cards) DAY EIGHT

3 -Review IPICK chart -Create I-chart for where to sit in room during Work on Writing -Review work-on-writing I-chart Read-aloud: Model & teach Voracious Reading as it relates to Fluency DAY NINE -Review IPICK chart -Brainstorm a list of topics children could write about -Review work-on-writing I-chart Read-aloud: Model & teach Voracious Reading as it relates to Vocabulary (also discuss CAFE heading of Expand Vocabulary) DAY TEN -Review IPICK chart -Brainstorm a list of forms (letters, lists, etc.) students could write -Review work-on-writing I-chart Read-alouds: Review any strategies introduced to this point. DAY ELEVEN -Review how to sit during partner reading (EEKK) -Model & practice Check for Understanding -Brainstorm Read-to-Someone behaviors -Practice building read-to-someone stamina Read-alouds: Review any strategies introduced to this point. DAY TWELVE

4 -Model & practice how partners read using the same book Read-aloud #1: model & teach the comprehension strategy of Use Prior Knowledge to Connect with Text; add card to CAFE board DAY THIRTEEN -Model & practice how partners read using two different books Read-aloud #1: Review, continue to teach, and reinforce the strategy Read Appropriate-Level Texts That Are a Good Fit DAY FOURTEEN -Brainstorm and practice How to Choose Books (Let s Make A Deal/Rock, Paper, Scissors) Read-alouds: Review any strategies introduced to this point DAY FIFTEEN -Create I-chart for where to sit in room during Read to Someone Read-alouds: Review any strategies introduced to this point DAY SIXTEEN start transitioning from focusing on read-to-self behaviors to teaching reading lesson

5 -Start transitioning from focusing on work-on-writing behaviors to teaching writing lesson -Quick review of charts -Model & practice How to Choose A Partner Read-alouds: Review any strategies introduced to this point DAY SEVENTEEN Read-aloud: Model/teach Make a Picture (comprehension) DAY EIGHTEEN Read-aloud: Review Read Appropriate-Level Texts That Are a Good Fit DAY NINETEEN

6 Read-aloud: Review all previously taught strategies DAY TWENTY -Brainstorm chart for how to set up and clean up Word Work materials & where materials go. -Introduce Word Work; make I-chart. -Practice: build Word Work stamina. Read-aloud: Review any previously taught strategies DAY TWENTY-ONE (start to transition from read-to-someone behaviors to teaching reading lesson) -Review Word Work charts -Model Word Work set up & clean up -Practice: build Word Work stamina Read-aloud: Review any previously taught strategies DAY TWENTY-TWO

7 -Review Word Work charts -Model Word Work set up & clean up -Practice: build word work stamina -Introduce Listen to Reading: model how to locate materials and following along in the book (either words or pictures) -Brainstorm Listen to Reading I-chart -Practice: build Listen to Reading stamina Read-aloud: Select a strategy that will be beneficial to the whole group. DAY TWENTY-THREE -Review Word Work charts -Model Word Work set up & clean up -Practice: build word work stamina -Practice: build Listen to Reading stamina Read-alouds: Select a strategy that will be beneficial to the whole group. DAY TWENTY-FOUR -Teach reading lesson. -Students get to pick the order of their Daily 5. -Review I-charts. -Teach students check-in procedure. -Work Session 1 -Work Session 2 -Teach reading lesson -Work Session 3 -Teach word work lesson -Work Session 4 Adjust as necessary for the number of dailies your schedule will allow.

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