DAILY 4 A Guide to The Daily 5 by Boushey and Moser Emily Bonnemort
WOULD YOU LIKE TO Differentiate instruction in your classroom? Teach children in small groups? Confer individually with students? Do all of this while the rest of your class is fully engaged in independent reading and writing activities?
WHAT IS THE DAILY FOUR? The Daily Four is a literacy structure that allows for differentiation in the classroom and provides consistency. It is an integrated literacy instruction and classroom management system for use in the reading workshops. It is a system of four literacy tasks that teaches students independence.
THE DAILY 4 Read to Self Read to Someone Listen to Reading Word Work It is called The Daily Four because there are four literacy components for children to choose from when they go off to work. It is NOT called The Daily Four because they have to do all 4 each day. It is possible to just do The Daily 3.
WHAT DOES IT LOOK LIKE? The Daily Four does NOT hold content, it is a structure. Content comes from your curriculum BRIEF whole group instruction (5-8 min) 1 st round of Daily 4 (20-30 min) BRIEF whole group instruction (5-8 min) 2 nd round of Daily 4 (20-30 min) BRIEF whole group instruction (5-8 min) 3 rd round of Daily 4 (20-30 min) BRIEF whole group instruction (5-8 min) 4 th round of Daily 4 (20-30 min) WHOLE GROUP SHARE
Whole Group 5-8 min Student Independent Work 20-30 min Whole Group 15-20 min Student Independent Work 20-30 min Whole Group 5-8 min Student Independent Work 20-30 min VOCABULARY Teach using Treasures, Graphic Organizers, Dramatization, Games 1 st round of Daily 4 Students choose between Read to Self, Read to Someone, Work on Writing, Word Work, Listen to reading COMPREHENSION: ex. Inferring, predicting, check for understanding Teach using Shared Reading or Read-aloud Resources: Stephanie Harvey s Strategies That Work (fiction), Comprehension Tool-Kit (nonfiction), or Treasures 2 ND round of Daily 4 Students choose between Read to Self, Read to Someone, Work on Writing, Word Work, Listen to reading Teacher is working with small groups READING STATEGY ex. Back up and reread, look for a part you know, think about what would make sense Teach using Shared Reading or Read-aloud Teacher is working with small groups Resources: Big Books, Read it Again by Brenda Parkes, CAFÉ BOOK by Boushey and Moser, On the Same Page: Shared Reading Beyond the Primary Grades by Janet Allen 3 RD round of Daily 4 Students choose between Read to Self, Read to Someone, Work on Writing, Word Work, Listen to reading Teacher is working with small groups
Whole Group 5-8 min WORD WORK: ex. spelling patterns, word sorts, word hunts Teach Using explicit instruction Resources: Word s Their Way, Word matters by Fountas and Pinnell BASAL, Stephanie Harvey s Strategies That Work (fiction), Comprehension Tool-Kit (nonfiction), or BASAL Student Independent Work 20-30 min 4 th round of Daily 4 Students choose between Read to Self, Read to Someone, Work on Writing, Word Work, Listen to reading Teacher is working with small groups WHOLE GROUP SHARE: Share work and debrief
SINCE 1946, RESEARCH SHOWS THAT KIDS NEED TO READ TO BE BETTER READERS WRITE TO BE BETTER WRITERS Reggie Routman and Richard Allington show that we are use to teaching 80% of the time and practice 20% of the time. Now we know it needs to be us teaching 20% of the time and students practicing 80% of the time. It is the same as sports, you have to physically practice to get better!
Brain research from Michael Grinder shows that a child s age is equal to how many minutes of direct instruction they can stick within the upper cortex of their brain. After that time, thinking shifts to the lower cortex (which controls eating, sleeping, breathing). This is why direct instruction lessons are BRIEF!!
FOUNDATIONS Trusting Students Building Stamina DAILY 5 Providing Choice Sense of Urgency and Purpose Nurturing Community
LAUNCHING ROUTINES When we follow routines day after day, our students can use their energy to grow as readers and learners rather than to figure out what we expect them to do. And we in turn, can focus our energy on teaching, not managing, our independent learners.
10 STEPS TO INDEPENDENCE: FOLLOW THESE STEPS TO TEACH EVERY COMPONENT OF DAILY 4 1. Identify what is to be taught Today we are going to 2. Setting Purpose Sense of Urgency Tell the students why 3. Teacher models the desired behaviors 4. Brainstorm and chart desired behaviors Ask, What did it look like, sound like, feel like? Write down what the students say Have them explain why it needs to look, sound, and feel like that
6. Place students around the room Children want to be comfortable At the beginning we place them and after awhile we show them how to choose. We ask them, Where do you read best? 7. Everyone practice and build stamina (3 minutes) Don t set timer, look for body clues 5. Model least desirable behaviors (teacher and a student) As a child or you are modeling this, go through chart and ask children, Will become a better reader if he does this? Then, have the child show you he/she can do it correctly.
8. Stay Out of the Way Use the magical power of a teacher s eye Walk around, observe, and write good things about each student on a clipboard 9. Quiet Signal Come back to Group When stamina is broken, use signal. 10.Group Check In How Did You Do? This is time for self reflection and sharing. Read what is on the clipboard
TEACHING READ TO SELF
READ TO SELF Urgency or purpose: Helps us become better readers and writers It is fun
FOCUS LESSONS Day 1 Introduce 3 ways to read a book 1. Read the words 2. Read the pictures 3. Retell a story you have heard before Brainstorm I chart Students Read the whole time Stay in one spot Read quietly Work on stamina Get started right away Teacher Work with students Follow the 10 steps of teaching independence Begin working on stamina- 3 minutes
Day 2 (Repeat from day 1) Repeat from day 1 Model and practice Three ways to read a book Review I chart Follow the 10 steps of teaching independence Begin working on stamina- 4 minutes Day 3 Discuss Where to sit in room and record on anchor chart Continue with above adding 1-2 minutes each day extending stamina
Day 4 Continue to review I chart Teach how to choose Good Fit Books Record on anchor chart Continue building stamina Continue to build stamina and check-in until students are successful at 15-30 minutes. This will depend on the length of time you expect them to independently read during guided reading groups. If your class is successful, you may discontinue the incorrect and correct modeling.
TEACHING READ TO SOMEONE
READ TO SOMEONE Urgency or purpose: Helps us become better readers Best way to practice fluency It is fun
FOCUS LESSONS Day 1 Model Read the same book Partners choose one book and each hold a corner of the book Sit EEKK (Elbow to Elbow, Knee to Knee) One partner reads a page, the other partner checks for understanding Switch Brainstorm I chart Students Sit EEKK (Elbow to elbow, knee to knee) Use a soft voice Read the whole time Stay in one spot Get started right away Teacher Work with students
Day 2 Model Read the Same Book: I Read you Read Partners choose one book and each hold a corner of the book Sit EEKK One partner reads a page or paragraph, the other partner reads the same page or paragraph (like follow the leader) Explain that the 1 st partner should read fluently and the 2 nd partner tries to make his or her pace and expression match the 1 st partner s Follow the 10 steps of teaching independence Begin working on stamina- 3 minutes
Working on stamina- 5 minutes Day 3 Model Read a Different Book Partners each choose a book Sit EEKK One partner reads a page and the other checks for understanding Other partner reads a page and partner checks for understanding When stopping, use a finger to mark the page Follow the 10 steps of teaching independence
Day 4 Brainstorm and Practice How to choose books Talk about it and make a deal Rock, paper, scissors Follow the 10 steps of teaching independence Working on stamina- 7 minutes
Day 5 Brainstorm and Practice Where to Sit in the Room Follow the 10 steps of teaching independence Working on stamina- 9 minutes Day 6 Brainstorm and Practice How to Choose a Partner Raise your hand as a silent signal that you need a partner Make eye contact with another person who has his or her hand raised Walk to the person and say, Do you want to be my partner? Partner says, Sure Follow the 10 steps of teaching independence Working on stamina- 11 minutes
Day 7 Brainstorm and Practice Coaching or Time. If a partner comes to a word they don t know, the other partner: Counts silently to 5 Asks, Do you want coaching or time? If coaching they use clues to help partner If time, sit patiently and wait Follow the 10 steps of teaching independence Working on stamina- 15 minutes Once a focus lesson is taught, students read to someone and build stamina. Each day add a few more minutes until they are up to 30 minutes.
TEACHING LISTEN TO READING
LISTEN TO READING Urgency or purpose: Helps us become better readers Helps us learn and understand new words and stories It is fun
FOCUS LESSONS Day 1 Model Equipment set-up (These instructions vary, depending on the equipment you plan to use in your classroom Model and practice material setup Model and practice listening and following along with the book Brainstorm I chart Students Get out materials Listen to the whole story May listen to another story if time Follow along with pictures and/or words Stay in one spot Listen quietly Get started quickly Put materials away neatly Teacher Work with students
Day 2 Review I chart Model and practice putting materials away neatly Follow the 10 steps of teaching independence
Day 3 Review I chart Model and practice listening to a short story, finishing it, and starting a new story Follow the 10 steps of teaching independence
Day 4 Review I chart Model and Practice what to do if work time is up before the story is finished Follow the 10 steps of teaching independence
Day 5 Review I chart Discuss the number of recorders available Decide on a way that allows all to participate Follow the 10 steps of teaching independence
WORD WORK Urgency or purpose: Helps us become better readers, writers, and spellers We care about our writing and the people who will read it It is fun Use Words Their Way word sorts and tasks. Each day students complete a different task each day, using the word sort pattern for the week. Word work tasks include: Cutting the sort Speed sorting Writing the sort Word hunting Gluing the sort
Day 1: Model and practice Cut the Sort
Day 2: Model and practice Speed Sort
Day 3: Model and practice Word Hunt
Day 4: Model and practice Word Hunt
Day 5: Model and practice Glue the Sort
Tips: Correlate Word Sorts from Words Their Way with your Treasures Reading Program Spelling You can differentiate word sorts to meet your student s individual needs You can add other spelling/word work activities
GETTING ORGANIZED
SCHEDULING For the first month of school, introduce each daily 4 component one at a time. When students have Read to Self under control, introduce Read to Someone. When they have Read to Someone under control, introduce another component. As you practice, all students are working independently, doing the same thing at the same time. Schedule Mini Lesson All Students Read to Self Mini Lesson All Students Read to Someone Mini Lesson Some Students Listen to Reading while others Read to Self or to Someone. Mini Lesson All Students Work on Words
CHOICE By October, all students should be able to work independently in unison on each Daily 4 choice. The total time for independently literacy work ranges from sixty to ninety minutes. Introduce giving students a choice of the order in which they do their daily 5 work. Take a status of the class poll and ask each student, What are you doing to do today? Use a chart to record each child s response. This should take about 3 minutes. You can also use a magnetic board to have students track their choices.
CHECKING IN STATUS OF THE CLASS
BOOK BOXES FOR READ TO SELF
FUN POSTER EXAMPLES