Daily 5

A management structure that can help

“fit it all in”

What is and is not Daily 5?

Daily 5 is not a program, centers that change every week, stations filled with busywork or play time

Daily 5 is:

Management structure that provides time to differentiate instruction

Whole group lessons

Small group “strategy” lessons

Conferring time for individual needs

Supports independence in reading and writing

Provides ownership in learning through choice

How Can This Fit in My Classroom?

• Tailored between K – 6 classrooms (can be “Daily 2, 3 or 4”)

In K-2 Classrooms: In 3 – 5 Classrooms:

• Need shorter blocks(20-30 minutes) with kinesthetic choices

• Read to Self• Read to Someone• Word Work• Listen to Reading• Work on Writing

• Need larger blocks(30 – 45 minutes) of independent literacy time

• Read to Self• Work on Writing• Word Work?? (Sitton?)• Lit. Circle/Group Reading

Wait… Does Work on Writing Replace

Writing Workshop??

NO!!!

Separate Writing Workshop Block

What is Work on Writing for?

Providing Choice and Creativity on topic and genre

Cards, letters, emails, sequential stories, comic strips, etc.

Can extend time from Writing Workshop, too!

How Does Research Support Daily 5?

Read to Self:

Reading Just Right Books (texts matched with each child at 99% accuracy) daily for 60+ minutes

Read to Someone:

Time to practice strategies, fluency, retelling and comprehension

Work on Writing:

Choice outside of writing workshop, time to develop skills, reading response, handwriting

Listen to Reading (younger readers):

Time to listen to fluent reading and expands vocabulary

Word Work:

Fluency in writing, Sitton Spelling, Words Their Way, etc…

Daily 5: Choice!Choice is highly motivational

Kids in charge of learning

Regie Routman suggests:

Demonstrating, teaching, guiding, monitoring, evaluating and goal setting by teacher along with choice in reading books provides an environment for reading success

Heart of choice and effective teaching and learning :

Knowing expectations, gaining skills and taking responsibility

Basic Structure1st Mini - Lesson (Comprehension, Accuracy, Fluency or Expanding Vocabulary)

10 – 15 minutes of modeled/shared instruction20 – 45 minutes independent choice

Teacher: small groups, individual conferences2nd Mini-Lesson(Comprehension, Accuracy, Fluency or Vocabulary)

10 – 15 minutes of modeled/shared instruction20 -45 minutes independent choice

Teacher: small groups, individual conferences3rd Mini-Lesson (Comprehension, Accuracy, Fluency or Vocabulary)

minutes independent choice

Teacher: small groups, individual conferences10 – 15 minutes of modeled/shared instruction

20 – 45 minutes independent choice

Mini-Lessons

Mini-Lessons are a “menu of strategies” aka CAFÉ menu

Can be used in any order depending on student needs

****Daily 5 is the management structure whereas CAFÉ is the lessons to be plugged in based on comprehension, accuracy, fluency or expanding vocabulary****

Sounds intriguing but…

Do I have to start it at the beginning of the year?

No!

Do I have to go in order?

No! It is recommended that 3 or 4 – 5 just focus on reading and writing as choices

K – 2 or K – 3 is recommended to teach read to self and work on writing first then it is up to teacher

Are there materials to buy?

No!

But still…Will it fit?

How Daily 2, Daily 3 or Daily 4 fits in your classroom is up to you

Maintain integrity of fostering independent readers and writers

RTI time can be a round of D5

Example: In First Grade we have a half hour of RTI time and so I teach a “bonus” lesson for higher readers/writers and then give them that choice…RTI children are marked with “Literacy Special” as choice

Other Things to Consider

Conferring Notebook can also hold small group lesson planner, assessments, observations, etc. for easy access at benchmark meetings and conferences

I can help you set it up based on what D5 suggests

This is a way to help teachers fit in all the curriculum we are required to fit in and a way for organized record keeping, assessments, etc.

Any Questions??