Framework For Practicum Project 4 6940 Miserlian

RDG 6940 Framework for Planning, Enacting, and Reflecting On Practicum Projects
Name: Adam Miserlian

School & District: Brewster Elementary, Rochester Community Schools
Grade(s) & Subject Area(s): 1st Grade, ELA
Part I: Project Plan
A. Rationale
For my fourth project in organizing and managing a literacy program, I collaborated with my
building Learning Consultant and third grade teaching team to lead a school-wide PD to
promote a framework for teachers to use as a model for organizing their classroom literacy
instruction block using the Daily Five (Boushey & Moser, 2006). The Daily Five is a sound
literacy structure that allows for differentiation in the classroom and provides meaningful
activities with consistency that I feel we could use in our building. This integrated literacy
instruction and classroom management system engages all students and is used in reading and
writing workshops. This system implements five literacy tasks that teach students independence
based upon the gradual release of responsibility modeled by Pearson and Gallagher (1983).
Harvey and Goudvis (2000) describe this model in Strategies That Work as teaching a strategy
by modeling for the whole class, guiding students in its practice in small groups and pairs
providing large blocks of time for students to read independently and practice using and
applying the strategy when they need them. The Daily Five does not hold content, it is structure
and the content comes from the curriculum; therefore, each grade can modify their approach
and strategies that enable them to work with individuals, as well as small groups on the key
areas of literacy in their own classroom. Based on the work of Richard Allington, (2001) children
should be reading and writing 50% of the day and the Daily Five has done just that by shifting
the attention in the classroom environment to the students. By incorporating the Daily Five
literacy structure into the classroom, students are spending more time practicing reading,
writing, and self-monitoring during larger sustained independent work periods.
B. Goals & Outcomes
My goal is to familiarize and support our staff with a framework of literacy instruction through a
student driven management structure that is embedded in the Daily Five and CAF (Boushey &
Moser, 2009).
Intended outcomes:
Teachers will view and have access to sample lesson plan ideas that can be modified
and implemented in all k-5 classrooms.
Teachers provide effective feedback demonstrating a deep understanding of the five
basic components which are cycled into short mini lessons throughout a literacy block:
Read to Self, Read to Someone, Listen to Reading, Work on Writing, Word Work.
Teachers implement the Daily Five structure to improve instructional practices in their
classroom that results in continuous improvement in student achievement.
Teachers develop an organization process in writing instruction k-5 with Daily Five and
Caf implementation.
Teachers develop an organization process in reading instruction k-5 with Daily Five and
Caf implementation.
C. Roles & Responsibilities
As the reading specialist, I am working in collaboration with our building Learning Consultant
(Merritt) and third grade teaching team (Gina and Megan) to provide professional development
to our staff incorporating a literacy structure supported by research. Gina and Megan have been
using the Daily Five structure and CAFE strategies extremely effectively in third grade; however,
many of our teachers have showed interest but havent had the opportunity to see how the
structure can be implemented in their own grade level classrooms. The CAF Book is a guide
for instruction and an extension to The Daily Five. CAF is a collection of strategies the learner
can access to apply reading strategies during each reading experience along the gradual
release of responsibility (Boushey & Moser, 2009). The CAF board is also serves as a visual
aid tool to help students. Students refer to a large poster with the strategies listed, placing a
sticky note with their name next to the one theyre working on. The teachers in our building
showed a great deal of interest in The Daily Five and CAF, therefore, I wanted to provide an
opportunity though a school-wide PD where they could gain a greater sense of the Daily Five
and CAF and the remarkable results that Gina and Megans students have acquired in
comprehension, fluency, decoding/phonics, and vocabulary development. As a reading
specialist, I will ensure that all materials are in order prior to the PD: The Smart Board is
operational, PowerPoint is properly installed with a backup on thumb drive, printed copies of
The Daily Five schedule and strategies used in Megans room and a sign-up sheet are provided.
D. Timeline
I met with Gina, Megan and Merritt in September to discuss my project and verify their
availability to meet and establish a timeline for implementing The Daily Five PD. Beginning in
the second week of October, Gina, Megan, Merritt and I met on Tuesdays for four weeks at
7:30am (one half hour prior to the start of the school day). My goal was to have Gina and
Megan embed some of the video they recorded at the end of last year when I observed their
students working with a tremendous sense of autonomy and how they flourished after weeks of
exposure working with the Daily Five. I also wanted the staff to see just how The Daily Five is
implemented early in the school year so that staff members have a clear understanding of the
organization process, the tools used in rotations, and the physical make up of the room itself.
After the PD is held on November 12, 2014 at 3:30-4:20pm. I informed the staff that I would be
available after the new-year to assist anyone interested in implementing The Daily Five into their
classrooms.
Part II: Project Implementation & Artifacts
A. Implementation
After observing Megans third grade classroom last year to see first hand how and
what The Daily Five and CAF system looked like in action, I decided that as an
acting literacy coach it would be extremely beneficial for our entire staff to receive
professional development in structuring their classroom literacy blocks.
In our first meeting, Gina, Megan, Merritt, and I discussed the routines and
framework of the Daily Five used in the their classrooms and the best way to
integrate this learning structure into all k-5 classrooms. We felt it was critical for the
teaching staff to observe other teachers modeling the Daily Five routines and
children engaged in independent, meaningful reading/writing practice. We also

wanted teachers to gain a deeper understanding of how the Daily Five is different
from other management models and how it can be used to incorporate in any literacy
block using a variety of instructional routines in various grade levels.
The next two meetings were used to develop the Daily Five professional
development PowerPoint presentation that incorporated: an overview of the Daily
Five, key materials, concepts, routines for launching the Daily Five, the Daily Five in
action (using 3rd grade focus lesson video), pacing guide, and lesson plans that can
be modified to implement in classrooms k-5.
Finally, we printed all materials for the staff needed for the PD on November 12. We
also reviewed the PowerPoint and ensured the Daily Five focus lessons were
properly embedded and operational.
B. Artifacts
The artifacts included in this project include:
The Daily Five PowerPoint (See project folder for this artifact regarding this project).
Megans Daily Five strategies and class schedule
Pictures of students using the Daily Five components working independently and
in small groups
Pictures of CAF goal setting strategies used in Megans classroom
Daily Five and Caf

Megan Gauras Classroom
Daily Five: Read to Self, Work on Writing, Read to Someone, Word Work, Listen to
Reading
Monday Friday: Students must read and write each day. Students choose the order
and when they do their activities.
When students check in with me, they choose three activities from the daily five to do in
the three sessions of the day. They must read and write each day, however they can
choose when they do these activities and what their third option is.
Ex: 1. Read 2. Write 3. Word Work
1. Read to someone 2. Write 3. Read
2. 1. Write 2. Listen 3. Read
Within the five-day week, students have to have all parts of the daily five
complete.
Example Week:
Monday: 1. R 2. W 3. RS
Tuesday: 1. W 2. WW 3. R
Wednesday: 1. R 2. R 3. W
Thursday: 1. R 2. L 3. W
Friday: 1. R 2. WW 3. W
Monday:
Check in 5 minutes
Break into sessions
Session 1 12-15 minutes
Song for clean up transition 1-2 minutes
Reflection: Check Logs 1-2 Minutes
Tuesday:
Mini-Lesson: Read making meaning book, or another story.
Introduce and teach a CAF strategy. Assign IDR 10-12
Minutes
Check in 5 minutes
Break into sessions
Reflection: Share IDR 1-2 Minutes
Wednesday:
Check in 5 minutes
Break into sessions
Thursday: (No Special)

Mini-Lesson: Read making meaning book, or another story.
Introduce and teach a CAF strategy. Assign IDR 10-12
Minutes
Check in 5 minutes
Break into sessions
Reflection: Share IDR 1-2 Minutes
Friday:
Check in 5 minutes
Break into sessions
During each session I meet with guided reading groups, Monday- Thursday. I have four
guided reading groups that I meet with twice a week, and one skill group I meet with
once a week. I meet with groups first and second sessions Mon-Wed and then the third
session I conference with individuals or give running records. Thursdays, I meet all three
sessions because of my skill group. Fridays I grade my Friday Folders.
Guided Reading / Caf

Caf helps me to create my guided reading groups. When I test students I
mark areas that they need to work on, Comprehension, Accuracy, Fluency,
and/or Expand vocabulary.
I then chart where I think kids fall and their levels.
K
L
M
A
Armon
F
Armon
Rebecca
Alex
Rebecca
Alex
Rebecca
Gavan
Ethan
David
Storm
Josh
Jack
Gabriella
Gabriela
Isabella
Lauren
N
O
Gavan
Gabriella
Josh
Jack
Gabriela
Lauren
Jack
Storm
Trisha
Grace
Emily
Grace
Jackson
Alex
Rami
Katie
Sandhya
David
Rachel
Haley
Alex
David
Katie
From there I look to see if I can make groupings of kids that are AROUND the same
level and need the same skill. That is how I group my students. Then in GR I use this as
my main focus, however, I also cover whatever concepts we discuss in Making Meaning,
and our Caf lessons.
C
K
L
M
N
O
A
Armon
Alex
Rebecca
Jack
Gabriella
Lauren
Jack
Storm
Gavan
David
Storm
Ethan
Josh
Gabriela
Isabella
Lauren
Trisha
Emily
Grace
Jackson
Alex
Rami
Katie
Sandhya
David
Rachel
Haley
Armon, Rebecca, Alex See Ms. Golick (LC) every morning from 10:
Five Literacy Components Used in

The Daily 5
Students Work on Writing
Students Working With Words
Students Reading to Someone
Students Reading to Self
Listen to Reading
CAF Goal Setting Strategies in Megans 3rd Grade

Room
Part III: Professional Reflection on Project
A. Reflection on Project Impact
I feel that our staff viewed this PD as an effective transformational tool. From the
questions and comments we received, several teachers showed great interest in
knowing that The Daily Five and CAF are really just structures that can be
implemented and modified in any classroom setting. Kindergarten teachers
asked about the Daily Three and 5th grade teachers were interested in the core
elements of the CAF system for tracking student growth. Based on the
conversations that took place during the PD, I followed up with Laurens inquiry of
the Daily Three by informing her that the Daily Three consisted of Read to Self,
Read to Someone, and Work on Writing. And depending on her children in
kindergarten, the time allotted for these independent behaviors would vary based
on the time of the year but stamina will grow as they do throughout the year. In
another reaffirming testimony, Angela (first grade teacher) stated that since our
PD, she has had more success with conferring with her students progress after
she created a conferring notebook that she modified from Ginas classroom.
Across the board, the PD was well received and I felt a tremendous sense of
self-satisfaction after all of the hard work that has gone into this project and the
impact it has had on our staff.
B. Reflection on Professional Growth as Reading Specialist
As a Reading Specialist, collaboration with your entire staff is critical and it truly
builds a greater sense of community and I feel very lucky to have that at
Brewster Elementary. By conducting this PD, our staff has been exposed to a
structure that is grounded and driven on student independence thus allowing
teachers more time for explicit teaching to support literacy growth.
Through this experience, I saw how even seasoned teachers were open to
positive change. They didnt view The Daily 5 as one more thing they had to add
to their day but more as an effective way to organize and balance their literacy
instruction.
References
Allington, R. (2001). What really matters for struggling readers: Designing Research-Based
Programs. New York: Addison-Wesley Longman.
Boushey, G., & Moser, J. (2009). The CAF Book: Engaging All students in Daily Literacy
Assessment & Instruction. Portland, Me.: Stenhouse.
Boushey, G., & Moser, J. (2006). The daily 5: Fostering Literacy Independence in the
Elementary Grades. Portland, Me.: Stenhouse.
Harvey, S., & Goudvis, A. (2000). Strategies That Work: Teaching Comprehension to Enhance
Understanding. York, Me.: Stenhouse.
Pearson, P., & Gallagher, M. (1983). The Instruction of Reading Comprehension. Champaign,
Ill.: The Center.

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RDG 6940 Framework for Planning, Enacting, and Reflecting On Practicum Projects

Name: Adam Miserlian

children engaged in independent, meaningful reading/writing practice. We also

Daily Five and Caf

Thursday: (No Special)

Guided Reading / Caf

Five Literacy Components Used in

Students Working With Words

Students Reading to Someone

Students Reading to Self

CAF Goal Setting Strategies in Megans 3rd Grade

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