GAIL BOUSHEY & JOAN MOSER“THE SISTERS”

the daily 5

FOSTERING LITERACY INDEPENDENCE IN THE ELEMENTARY GRADES

What is the Daily 5?

The Daily 5 is an approach for teaching reading and writing that consists of a series of literacy tasks:

Read to Yourself

Read to Someone

Listen to Reading

Work on Writing

Spelling/Word Work

Audience

The daily 5 is geared towards teachers and students in primary classrooms, but the overall philosophy can be adapted for older grades.

1, 2, 3: WAYS TO READ A BOOK

Whether the students are very young, learning English, struggling learners, or highly gifted, this understanding is essential if they are to read independently for extended periods of time.

1. Read-to-Self

Students work in pairs and can choose from 3 different activities:

Taking turns: students read the same book, switching off after each page.

I read, you read: Most fluent student starts first and reads a page. The second student reads the same page.

Reading from two different books: Students take turns reading their book of choice to each other. The person not reading aloud listens and checks for understanding

2. Read to Someone

3. Listen to Reading

Depending on available technology, students can :

Listen to books on tape.

Use an eBook with a reading function.

Use a Kindle, Nook or other type of Personal Device.

Use a computer program with a reading function.

4. Work on Writing

Benefits of WORK ON WRITING

Writing helps students to become better readers as well as helping them improve their writing skills. The more writing done, the better the writing fluency.

Especially when given their own choice of topics, students learn to care about their writing and those who read it. It is a satisfying means of self-expression.

Examples of Writing

Persuasive Writing Friendly Letters True Story

Report Poetry Narrative

5. Spelling/Word Work…

…helps students become better readers, writers, and spellers.

A variety of materials can be used for practice!

Foundations of the Daily 5

PURPOSE+CHOICE=MOTIVATIONTrust – Establish positive relationships, trusting students to work independently with explicit instruction. Build trust through lessons and guided practice.

Choice –After students have practiced all the necessary skills, the teacher introduces structured student choice. Students are then allowed to make their own choice of daily activities. What students choose day to day depends on their goals, motivation, and mood.

Community – The classroom culture supports this program through training and climate.

Sense of urgency – Students know WHY they’re doing what they’re doing.

Stamina – Students won’t naturally sit and look at a book for 20 minutes: start by teaching them how they should interact with a book. Begin the independent activity with small manageable chunks of time and gradually build up to 20 minutes.

Necessary Routines

Certain routines will encourage student self-sufficiency in the daily 5:

Start by establishing a gathering place for the beginning and end of

the activity.

Check in with students and make sure to model appropriate practice.

Provide short intervals of repeated practice.

Have anchor charts on display for student reference.

Set up book boxes that contain books that are a good fit for reading

ability, interest, and content.

Establish signals that will help guide the class through the activity.

Note to Teachers:

Stay out of the way!

Teach the skills and take time to review and model. But when students are doing the daily 5, learn to step back and observe; let students interact with the books on their own.

“The Daily Five is more than a management system or a curriculum framework – it is a structure that will help students develop the daily habits of reading, writing, and working with peers that will lead to a lifetime of independent literacy.”

WHY USE THE DAILY 5?