The Daily Five

By:

Joan Moser

and

Gail Boushey

Powerpoint prepared by: Allison Behne

What is The Daily Five?• The Daily Five is a literacy

structure that allows for differentiation in the classroom and provides consistency.

• It is an integrated literacy instruction and classroom management system for use in reading and writing workshops.

• It is a system of five literacy tasks that teaches students independence.

What is The Daily Five?• The Daily Five is a literacy

structure that allows for differentiation in the classroom and provides consistency.

• It is an integrated literacy instruction and classroom management system for use in reading and writing workshops.

• It is a system of five literacy tasks that teaches students independence.

What sets The Daily Five Apart?

• For Teachers….

• Deliver 3 – 5 whole group lessons each day

• Teach 3 – 4 small groups of children each day

• Confer with 9 – 12 individual students each day

• Hold all students accountable for eyes-on-text

• For Students…

• Engaged in the act of reading and writing for extended amounts of time

• Receive focused instruction on building and maintaining independence

• Receive tailored instruction through whole group, small group, and/or individual conferring, by their skilled classroom teacher, each day

What does it look like?

• BRIEF whole group instruction

• One round of Daily 5• BRIEF whole group

instruction• 2nd round of Daily 5• BRIEF whole group

instruction• 3rd round of Daily 5

Why is it called The Daily Five?

There isn’t time for five rounds! It is called The Daily Five because there are five

literacy components for children to choose from when they go off to work. These components are:

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

Working with Words

It is NOT called The Daily Five because they have to do all 5 each day.

Read to Self

Introduce 3 ways to read a book:1. Read the words

2. Read the pictures

3. Retell a story you have heard beforeFollow the 10 steps of

teaching independence for “Read to Self”.

Introduce, set purpose, create I chart, model, practice, self-assess*Add more time each day until

you hit desired goal. Continue to revisit I chart

each day.

Work on Writing

Create I chart of what it will look like, sound like, and feel like. It should include desired student and teacher behaviors and resemble the I chart from Read to Self.

Day One - Model what to do when writing words you can't spell.

Day Two – Practice where to sit & what materials to use

Day Three – What to write about…

Make a list of topics (vacation, dog, sisters, etc.)

Make a list of forms (letters, lists, narrative)

Post lists for students’ reference

Day Four – Continue to teach the forms and traits of writing according to your district curriculum.* Once a focus lesson is taught, students work on writing – building stamina.

* Add a few minutes each day until primary students are up to 20 min and intermediate students can sustain for 30 – 40 minutes.

Read to SomeoneDay One – Brainstorm I chart and teach EEKK (elbow, elbow, knee knee)

Day Two – Model and practice how partners read.

* Teach I Read, You Read – taking turns

* Teach Checking for Understanding – asking questions about the story, “I just heard you read…”

Day Three – Brainstorm and practice How to Choose Books – talk and make a deal or rock, paper, scissors

Day Four – Brainstorm and practice where to sit in the room.

Day Five – Model and practice “How to Choose a Partner”.

Day Six - Model and practice “Coaching or Time”.

Once a focus lesson is taught, students read to someone and build stamina.

Each day add a few more minutes until they are up to 20 min. for primary and 30 – 40 min. for intermediate students.

Listen to ReadingDay One – * Brainstorm and practice I chart,

* Model and practice material setup and how to use it

* Model and practice listening and following along with words and/or pictures

Day Two - * Review I chart

* Model and practice putting materials away neatly

Day Three - * Review I chart

* Model and practice listening to a short story, finishing it, and starting a new story

Day Four - * Review I chart

* Discuss the number of recorders/computers available

Listen to reading – reviewing the I chart video

http://www.thedailycafe.com/members/179.cfm?sd=68 (6:00)

Day One - * Introduce optional materials and their locations to students.* Brainstorm I chart of how to set up materials and how to work with them

independently* Model finding the materials, materials placement in the room, and setup

of materials* Brainstorm chart of how to clean up* Model materials placement in the room, setup, and cleanup of the

materials

Day Two - * Model and practice materials setup, materials placement, and cleanup of materials

* Brainstorm I chart – “How to Use Materials” * Model and practice student behaviors of how to use materials * Continue building stamina of working with materials, adding 1 – 2

minutes each day

Other focus lessons for Word Work might include the following:• Word sorts

• Adding words to their collection

• Practicing basic words most often misspelled

• Add words to word study notebook that relate to the strategy taught that day

• List words that belong to a pattern and add to word study notebook

Each day add a few more minutes until students are independently working with these materials for the desired amount of time.