These essentials are shared among Daily 5 and Math Daily 3.
7.1 Build stamina gradually with each Daily 5 task.
Stamina is slowly built in intervals of minutes (or even seconds).
The process happens over the course of days/weeks.
7.2 Students’ behavior dictates when practice is over.
During stamina building, teacher stays out of the way and watches student behavior.
Teacher asks, Are they exhibiting the desired behaviors listed on the I-chart? If so, students keep practicing. If not, teacher stops the practice, using the quiet signal, and brings students back.
If a student demonstrates a lack of stamina building, teacher confers with them and sets behavior goal(s).
7.3 Graph stamina to make progress visible.
After a stamina-building session, teacher graphs the achieved time on the stamina chart. This is done each session until the desired goal is reached.
The stamina chart can be posted in the classroom or on a classroom door.
Students assess their ability to maintain stamina while demonstrating expected behaviors listed on the I-chart.
Students may do this by holding up one–four fingers, signifying their competence and goal for the next round.
7.5 Review throughout the year when stamina declines.
Teacher revisits the 10 Steps and reviews behaviors on the I-chart.
Teacher models and practices desired behaviors until stamina is regained.
7.6 Teacher choices
Behavior—If students demonstrate a lack of stamina building, teacher confers with them and sets behavior goal(s).
Assess—When students have about six minutes of stamina with Read to Self, teacher will assess and set the next goal. At the beginning of the year, teacher launches Daily 5 and assesses all students’ reading in the first four–six weeks of school.
Good teachers are in a continual state of reflection. In this video, Katie, a second year teacher, reflects on her first year of teaching with Daily 5 and CAFE with third graders and what she wants to tweak after her experience, especially since she has moved to first grade.
In this video, students do some self reflection and share their reading and writing. You'll notice the brevity, efficiency and productivity of this lovely transition between rounds. Then, Gail and Joan talk with Carlene and learn how she facilitates students sharing their writing.
Whenever you decide to do this lesson, at the beginning of the year, mid-year or even at the end, you'll find it is a great way to get kids thinking about what they know about Daily 5, CAFE, and gives you a wonderful way to tap into their schema.