Assignments
• Daily 5
• Journeys
Fremont Public Schools
Fall In-Service 2010
Today’s Agenda
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Before Day 1
Literacy Block Schedule and Daily 5
Launching Read to Self
Launching Work on Writing
2:30 Break
Launching Read to Someone
Launching Word Work
Launching Listen to Reading
Merging Daily 5 with Journeys
Grade Level Planning
Housekeeping
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Sitting by Grade Levels May Help
Pacing Guides and Handouts
Post-Its and Tabs
Sweet Treats
Sample I-Charts/Anchor Charts
Display Table
Free Giveaways in the Hallway
Door Prizes 
Implementation of Daily 5 Check List
BEFORE DAY 1 and Handout #3
Before Day 1: Browsing Boxes
Where do you keep the browsing boxes?
- One location against a wall out of the way; under the
chalkboard/whiteboard/Smartboard
- In clusters of 4-5 around the room by desks or bookshelves
- You decide; the most important thing to remember is to have
students keep their browsing boxes in the same location all
year
What do you put in the browsing boxes?
- “Good Fit Books” are books at a child’s
independent reading level. Richard Allington
stated in recent research that a child’s
independent reading level is where they can read
99.9% of the words with 90% comprehension.
- Don’t forget to consider a child’s interests
- 3 Ways to Read a Book; pictures, words, retell
Before Day 1: Browsing Boxes
Where do you get materials for browsing boxes?
- classroom library
- old Weekly Readers/Scholastic News/Reading A-Z
- building level Guided Reading libraries; broken
sets with only 1-2 books left
- leveled readers from Scott Foresman series
- discarded materials on the table
When and how do you change the books
in the browsing boxes?
- Handout #4
- Star chart
Daily 5/90 Minute
Literacy Block Format
Daily 5/75 Minute
Literacy Block Format
Daily 5/Literacy Block Format
90 or 75 minutes will have 3 rounds containing:
Round 1
7-10 minutes of whole group Focus Lesson followed by
15-20 minutes of independent work/teacher doing small group
Round 2
7-10 minutes of whole group Focus Lesson followed by
15-20 minutes of independent work/teacher doing
small group
Round 3
7-10 minutes of whole group Focus Lesson followed by
15-20 minutes of independent work/teacher doing small group
Sample 90 minute
Daily 5/Literacy Block Format
A 90 Minute Literacy Block: Option 3
A 90 Minute Literacy Block: Option 1
Small Group
Small Group
Monday
Whole Group Group 1
Focus
Lessons
Whole Group Group 2
Focus
Lessons
Tuesday
Group 3
Group 4
Wednesday
Group 1
Group 2
Thursday
Group 3
Group 4
Friday
Group 1
Monday
Whole
group
Focus
Lessons
Group 1
Group 2
Group 3
Below level
At level
At level
9:30-9:50
Whole
Group
Focus
Lessons
Group 1
Small
Group
Group
2
Whole
group
Focus
Lessons
Small
Group
Group 4
Tuesday
Group 1
Group
2
Group 3
Wednesday
Group 1
Group
3
Group 2
Thursday
Group 1
Group
4
Group 3
Friday
Group 4
Group
1
Group 2
Group 2
9:009:10
9:00-9:30
Small
Group
9:50-10:10
Meets 3 times a week
Meets 3 times a week
Meets 2 times a week
9:10-9:30
9:309:40
9:4010:00
10:10-10:30
Group
Group
Group
Group
1
2
3
4
Below level
At level
At level
Above
Meets
Meets
Meets
Meets
5
4
3
3
times
times
times
times
a
a
a
a
week
week
week
week
10:0010:10
10:1010:30
Sample 75 minute
Daily 5/Literacy Block Format
Monday
A 75 Minute Literacy Block: Option 3 Linda’s
Small
Small
Group
Group
Whole Group Focus
Everyone
Whole Group Focus
Lessons
Read to
Lesson
(i.e., new story,
Self
(i.e., spelling,
12:15-12:25
vocabulary)
comprehension)
11:45-12:15
Tuesday
Wednesday
Whole
Group
Focus
Lessons
12:25-1:00
Group 1
11:55—12:20
Whole
Group
Focus
Lessons
Group 2
12:30-1:00
11:45-11:55
12:20-12:30
Whole Group Focus
Lessons
(ie, companion story)
Group 2
Group 1
12:20-12:40
12:40-1:00
Whole
Group
Focus
Lessons
Group 1
11:45-12:20
Thursday
Whole
Group
Focus
Lessons
Group 2
12:00-12:25
11:45-12:00
Friday
Group 1
Group 2
Group 3
Group 4
Below level
At level
At level
Above level
12:35-1:00
12:25-12:35
Group 1
Group 2
12:00-12:25
12:35-1:00
Meets 4 times a week
Meets 4 times a week
Meets 4 times a week
Meets 4 times a week
Daily 5/60 Minute
Literacy Block Format
Daily 5/60 Literacy Block Format
60 minutes will have 2 rounds containing:
Round 1
7-10 minutes of whole group Focus Lesson followed by
20 minutes of independent work/teacher doing small group
Round 2
7-10 minutes of whole group Focus Lesson followed by
20 minutes of independent work/teacher doing small group
Sample 60 minute
Daily 5/Literacy Block Format
A 60 Minute Literacy Block: Option 2
Whole Group Small Group Whole Group Small Group
Focus
Focus Lessons Group 2
Group 1
Lessons
Monday
Tuesday
Group 3
Group 4
Wednesday
Group 1
Group 2
Thursday
Group 3
Group 4
Friday
Group 1
Group 2
A 60 Minute Literacy Block: Option 3
Small Group
Whole Group Focus Lessons
(ie, new story; vocabulary; spelling)
Monday
Tuesday
Whole Group
Focus
Lessons
Wednesday
Whole Group Focus Lessons
(ie, companion story)
Group 4
9:30-9:45
Thursday
Whole Group
Focus
Lessons
Group 2
Whole Group Group 3
Focus Lessons
Group 4
Group 1
Friday
9:00-9:10
9:00-9:10
Group 1
Group 2
Group 3
Group 4
Below level
At level
At level
Above level
9:10-9:30
9:30-9:40
Meets 3 times a week
Meets 3 times a week
Meets 2 times a week
Meets 2 times a week
Group 2
Small Group
Group 1
9:10-9:30
Whole Group Group 3
Focus Lessons
9:30-9:40
9:40-10:00
Group 1
Group 2
Group 3
Group 4
Below level
At level
At level
Above level
Meets 3 times a week
Meets 2 times a week
Meets 2 times a week
Meets 2 times a week
Group 1
9:45-10:00
9:40-10:00
Launching Read to Self
Pacing Guide Day 1-2
Book p. 47-58
3 Ways to Read a Book
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Read the pictures.
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Read the words.
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Retell the story.
Pacing Guide Day 1
3 Ways to Read a Book
Read the Pictures
Pacing Guide Day 1
3 Ways to Read a Book
Read the Pictures
Pacing Guide Day 1
3 Ways to Read a Book
Read the Pictures
Pacing Guide Day 6
Good Fit Books, Handouts #13-17
Primary
Book pages 30-32
Intermediate
Launching Read to Self
Intermediate Daily 5 Video
• Good-Fit Books Grade 5
• Read to Self I-Chart Grade 4;
Handout #12
• Correct and Incorrect Models
• Check-In Grade 3
• Minutes of Stamina;
Handouts #5-6
Launching Work on Writing
Pacing Guide Day 6
Book pages 80-85; Handout #18
From the Journeys series:
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Reader’s response journals
Daily writing prompts
Text to Text; Text to Self; Text to World
Grammar
Ready Made Centers
Explore different genre (descriptive, persuasive,
poetry, etc.)
Launching Read to Someone
Pacing Guide Days11-18
Book pages 66-68; Handouts #20-21
Students should sit E-E-K-K
Elbow to Elbow, Knee to Knee
We’re elbow to elbow
and knee to kneewe’re reading together,
my buddy and me!
Launching Read to Someone
Pacing Guide Days11-18
Different Ways to Read to Someone
From The Daily 5 pages 63-64:
• I Read, You Read
• Choral Read
• Reading One Book
• Reading Different Books
Launching Read to Someone
Pacing Guide Days11-18
Check for Understanding, Days 11-16
Book pages 64-65; Handout #22
• You read, They retell
• You read, You retell
• Excellent strategy for
nonfiction
• Demonstration volunteers
Launching Read to Someone
Pacing Guide Days11-18
Coaching or Time, Days 17-18
Book pages 73-75
• Two important parts to this strategy:
- reading the words
- comprehension; tie to
meaning
• Handout #23
• Coaching solidifies these strategies for
both students
Launching Word Work
Pacing Guide Days 19-20
Book pages 85-90; Handouts #24-28
• Vocabulary, Spelling
• Handwriting, Handout #28
• Journeys: blackline masters in
Grab and Go, Practice books, online;
Projectables
• Whiteboards, markers, erasers
• Boggle, Scrabble, Upwords, Bananagrams
• Does anyone have anything to add?
Launching Listen to Reading
Pacing Guide Days 21-22
Book 76-78; Handouts #29-31
• Important for students to
hear what fluent reading
sounds like
• CD, websites, books on
tape/CD/MP3/Playaway
• Read aloud by classroom
teacher
Barometer Children
Handouts #32-34
• Disruptive to class, group,
or your teaching
• No stamina
• Can’t seem to get the
routine
• Pretend to read
• Always need to browse for
a book
Journeys and Daily 5
Pacing Guide Day 23
Putting it all together
Read to Self
Student Edition
Leveled Readers
Read to Someone
Student Edition
Leveled Readers
Listen to Reading
Student Book
Audio CD
Work on Writing
Reader’s Response Journal
Vocabulary in Context Cards
Daily Writing Prompt
Grammar
Ready Made Centers
Text to Self/Text/World
Word Work
Phonics
Spelling
Vocabulary
Ready Made Centers
Journeys and Daily 5
Pacing Guide Day 23
Basal Stories
Option 1 (90 min)
Round 1 – Read and
discuss the story as your
whole group focus lesson
for the entire round; no
small group instruction
Round 2
7-10 minutes Focus Lesson
15-20 minutes Independent
work/small group
Round 3
7-10 minutes Focus Lesson
15-20 minutes Independent
work/small group
Journeys and Daily 5
Pacing Guide Day 23
Basal Stories
Option 2 (90 min)
Round 1
10-15 minute Focus Lesson:
Vocabulary
15 minutes
Basal story:
Above: Read to Self
On: Read to Someone
Below: Listen to Reading
Teacher: Small Group
(or any combination)
Round 2
7-10 minutes Focus Lesson
15-20 minutes Independent
work/small group
Round 3
7-10 minutes Focus Lesson
15-20 minutes Independent
work/small group
Daily 5 Observation Guide
Visitors to your classroom
will be looking for the
following:
I-Charts/Anchor charts
Gathering place
Focus lessons
Students are working
independently
• Teacher is in small group
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Now it’s your turn…….
See if you can plan your first few
days of Daily 5/Journeys during your
literacy block on your own or with
your colleagues.