Name: Sarah Smithey Lit Circle: One Date: September 23, 2018

Story Mapper
If you read a book where characters move around a lot and the scene changed frequently, it is
important for everyone to know where things are happening and how the setting may have
changed.

Your Job: Map where the actions take pace during today’s reading. Describe each setting in
detail, either in words, or with an illustration. Give page locations where the scene is described.

Organize your thoughts: Chapter One

Where the story begins in the reading: Page where it is described: 8

Summarize the beginning:

The Daily 5 had a shift in Management when it first evolved into something new. The way

that it has changed is from a student-based standpoint. From having the teacher recognize

good behavior and understanding to having the teacher recognize self-motivation and self-

learning from the student.

Where the middle of the story is: Page where it is described: 18

Summarize the middle:

CAFÉ Fit together – Having the students focus their own learning. Having the students

come together for a lesson then take “breaks” to have the student’s choice on whether to

read to herself, work on writing, read to someone, listen to reading, and word work. This is

followed by another lesson and continues in a circle rotation. While the students are doing

their choice of work, the teachers will have individual conferences with students and one

guided group.

Where the story ends in today’s reading: Page where it is described: 20

Summarize the end:

Name: Sarah Smithey Lit Circle: One Date: September 23, 2018

It is important to remember that the Daily 5 is simply a framework and does not hold any

curriculum content. It is about creating instructional routines with students through focused

teaching, student modeling, and practice. Daily 5 also helps students build stamina, develop

independence, and make successful choices.

Organize your thoughts: Chapter Two

Where the story begins in the reading: Page where it is described: 22

Name: Sarah Smithey Lit Circle: One Date: September 23, 2018

Summarize the beginning:

Meaningful learning requires respect and trust between the teacher and students. Taking time to

build trust and demonstrate respect is the foundation upon which all other elements of learning

are built. Each child is worthy of trust and respect.

Where the middle of the story is: Page where it is described: 27-28

Summarize the middle:

Over time, our children show they are accountable for finding their own work places by choosing

a location where they can be independent and maintain stamina. During the work times, the room

is not completely silent. Instead, we have taught students to be accountable for the level of noise

they create, resulting in a hum of productive and engaged conversations.

Where the story ends in today’s reading: Page where it is described: 32-33

Summarize the end:

The Daily 5 contains two to five different “workshops” in a day. Each workshop, which we call a

“round” of Daily 5, runs for the length of time our students have the stamina to maintain

independence. Once we see our students’ stamina for the work session waning, we stop the class

and have students put away their materials and join us back in the class-gathering place. A break

in the practice session provides us with an opportunity to conduct a short, focused lesson based

on the needs of the majority of the class.

Organize your thoughts: Chapter Three

Where the story begins in the reading: Page where it is described: 36

Summarize the beginning:

Name: Sarah Smithey Lit Circle: One Date: September 23, 2018

These 10 Steps to Teaching and Learning Independence are a unique and essential element: Step

1. Identify what you are taught Step 2. Set a purpose and create a sense of Urgency Step 3.

Record desired behaviors on an I-Chart Step 4. Model most-desirable behaviors Step 5.

Model least-desirable behaviors Step 6. Place students around the room Step 7. Practice

and build stamina Step 8. Stay out of the way Step 9. Use a quiet signal to bring students

back to the gathering space Step 10. Conduct a group check-in, ask “How did it go?”

Where the middle of the story is: Page where it is described: 46

Summarize the middle:

As our children practice, we keep track of how long their stamina lasted while exhibiting the

most-desirable behaviors. We do this so that as a class we can chart stamina progress. Chart on

page 46.

Where the story ends in today’s reading: Page where it is described: 52

Summarize the end:

When working with very young students, we might decide that Daily 5 practice is done for the

moment, and that we will revisit it again later. Older students may have enough stamina to whip

through the 10 Steps again. Perhaps the class can add another behavior to the I-chart if necessary

and complete another practice session in the hopes of increasing stamina.

Organize your thoughts: Chapter Four

Where the story begins in the reading: Page where it is described: 54

Summarize the beginning:

Let’s say it’s the end of a Daily 5 round and we want to gather students. We ring the chimes to

interrupt their work session with a sound above, or significantly different from, the background

noise in the room. We then pause, not moving, talking, or ringing the chime again, long enough
Name: Sarah Smithey Lit Circle: One Date: September 23, 2018

for even the kinesthetic children, who sometimes aren’t tuned in to sounds, to look up. Finally,

we drop our voices below the level of the chimes to a whisper, but loud enough for the children

to hear us. This causes them to pay close attention in order to really hear what we are saying.

Using “Above, Pause, Whisper” sounds like a subtle and perhaps insignificant change in the way

we communicate to our class

Where the middle of the story is: Page where it is described: 57-58

Summarize the middle:

Begin teaching the independent behaviors of the Daily 5, children must have access to enough

books to keep them engaged during this training period. Therefore, we spend a few minutes

before the first day of school filling each child’s book box with a variety of books, depending on

their age. If children come to school prior to the first day, you may want to have them choose

books to fill their own boxes. Or, you could ask them to fill their book boxes as the first activity

the first day of school.

Where the story ends in today’s reading: Page where it is described: 61-62

Summarize the end:

With practice and guidance, our students eventually self-select places to sit that allow them and

their classmates to be successful. Our classrooms typically have the following options:

o Low tables for floor sitting

o Regular tables with chairs High counters for standing

o Comfortable chairs or a couch or love seat

o Area rugs for sprawling

Name: Sarah Smithey Lit Circle: One Date: September 23, 2018

o A loft with seating above and below

o A few single seats in spots with privacy and reduced distraction

**Please attach a pre-created story map or NEATLY draw your own that has a beginning, middle

and end. **