The Daily 5

Written by: Gail Boushey and Joan Moser

“The Sisters”South Plainfield School District

July 11, 2013

The typical teacher has children doing a lot of “stuff”. How is what I am having children do creating readers and writers?

- Regie Routman

Check all that apply!Would you like to successfully… Differentiate reading instruction in

your classroom?

Teach children in small groups?

Read with students individually?

Do all of this while the rest of your class is fully engaged in independent reading and writing activities?

Literacy Evolvement

Basal Centers Workshop Daily 5

• Teacher driven• Less time spent

reading

• “Busy work”

• Artificial reading & writing

• Student driven• Majority of time

spent reading & writing

• Meaningful, authentic reading & writing

Daily 5 is…Literacy structure

◦allows differentiation◦provides consistency◦a system of teaching independence

Integrates literacy instruction and classroom management

Allows for integration of reading & writing instruction

Five independent literacy tasks completed daily by students – self-monitored

• The Daily 5 does not hold content. It is a structure. Your content comes from your curriculum standards.

What’s different about the Daily 5 from what I am already doing?Teachers . .

Deliver more whole group mini- lessons

Skillfully teach guided reading groups

Conference individually with readers

Hold students accountable for spending time in text

Utilize data to guide literacy instruction

Students . . .

Engaged with reading and writing on a daily basis for a maximum amount of time

Receive explicit instruction in whole & small groups and on an individual basis

Build and maintain independence in completing literacy activities

Self-monitor own behaviors

Remember 40 – 30 - 20 -10?Everyday children should spend…

◦ 40% time reading (not visiting; TIME IN TEXT)

◦ 30% time writing◦ 20% time in word work◦ 10% time in listening to text

Children should spend a minimum of 90 minutes per day reading in school. Instruction is in addition to those 90 minutes.

- Richard Allington

Foundation for Daily 5Trust + Explicit instruction =

independent learners (accountability)Providing choiceNurturing environmentCreating a sense of urgencyBuilding routines until behaviors

become habits and “default” behaviorsBuilding staminaStay out of the students’ way until

routines are established

Steps to Teaching and Learning Independence1. Identify what is to be taught.

Today we are going to…..2. Setting Purpose – Sense of Urgency

Tell the students why… 3. Brainstorm behaviors desired using an

“I” chart. What does it look like, sound like, feel like?

Read the whole time. Stay in one spot. Read quietly. Get started right away.

4. Model most desirable behaviors. As they do this, go over “I” chart and then ask:

“Will ____ become a better reader if he does this?” (Self assessment is so important.)

Steps to Teaching and Learning Independence 5. Model least desirable behaviors.

Michael Grinder calls this “training your muscle memory”. As a child is modeling this, go through chart and ask children, “Will ___ become a better reader if he does this?”

Then, have the child show you he/she can do it correctly.

6. Place students around the room. Children want to be comfortable At the beginning we place them and

after awhile we show them how to choose. We ask them, “Where do you read best?”

Steps to Teaching and Learning Independence 7. Everyone practice and build stamina

(start with 3 minutes) Don’t set timer, look for body clues. Use stamina graph.

8. Teacher Stays Out of the Way Use “the magical power of a teacher’s

eye” 9. Quiet Signal – Come back to Group

When stamina is broken, use signal.10.Group Check In – “How Did You Do?”

This is time for self reflection and sharing.

Daily 5 Management SystemStudents can choose order of Daily

Five tasks◦Purpose + Choice = Motivation

Students can have a work board (order of tasks assigned)

Each student needs folder for completed Daily Five work

Each student needs a book box to store “just right” books for Daily Five reading tasks (Read to Self; Read to Someone)

What do you teach in the first few days?Establish a whole group meeting placeModel “Three Ways to Read a Book”Determine “good fit” books - “I PICK” (book boxes)Anchor chartsStaminaShort, repeated, consistent intervals of

independent practiceModel correct/incorrect behaviorsLaunch one Daily a week; add new

Daily to one(s) they did last week

What does Daily 5 look like?Brief, daily instruction between

roundsFive rounds of literacy tasks

◦Read to Self◦Work on Writing◦Read to Someone◦Working with Words◦Listen to Reading

Read to SelfThe best way to become a better reader is to practice each day, with books you choose, at your just-right reading level. It soon becomes a habit.

“I” chartLooks/sounds likeTasksExpectations

Three Ways to Read a Book

• Read and talk about the pictures.

• Read the words.

• Retell a previously read book.

I PICKI choose a bookP urpose - why do I want to read it? I nterest - Does it interest me?C omprehend - Am I understanding what I am reading?K now - I know most of the words.

Work on WritingJust like reading, the best way to become a better writer is to

practice writing each day.“ I “ chartLooks/sounds like Tasks - Graphic Organizers - Reading Response JournalsExpectations

Work on WritingFocus lessonsBehaviors/expectationsUse of materialsStaminaUnit of Study focus lessons

Write about Reading

Launching – Day 1Urgency of purpose“I” chart - expectationsLooks/sounds likeLaunching – Day 2Tasks (previously introduced in whole/small

group)Model correct/incorrect behaviors

Write About ReadingLaunching – Day 3Review “I” chartPractice, chart time

Launching – Day 4 +Continue to reinforce behaviors &

build staminaTeach focus lessons to incorporate

strategies according to your grade curriculum

Listening to ReadingWhen we hear examples of good reading and fluent reading, we learn more words, expand our vocabulary and become better readers.

“I” chartLooks/sounds likeTasksExpectations

Read with SomeoneReading to someone allows you time to practice strategies, work on fluency and expression, check for understanding, and hear your own voice.

“I” chartLooks/sounds likeTasksExpectations

Working with WordsCorrect spelling speeds up the reading and writing process, thus improving writing the ability to get things down on paper.

“I” chartLooks/sounds likeTasks

Sorts Bingo Concentration Spell Check Speed Sort with sand timer

Expectations

After implementation, ask yourself. . .Did I allow enough time for practice

and building stamina?Did I model correct/incorrect

behaviors?Am I allowing choice?Am I staying out of the way and

allowing children to build independence?

Have I reviewed “I” charts and Looks/Sounds like charts?

Who can I go to or collaborate with for support?

How does assessment fit into the Daily 5?Guided reading

Individual groups

conferencing

Explicit instructionDifferentiated Instruction

Anecdotal RecordsRunning Records

Individual Reading Inventories

What now?What do I need to do before

school starts?What do I need to do the first

week(s) of school?What should my literacy block

schedule look like?How do I sustain the Daily 5

throughout the year?

It’s not enough to be busy, so are the ants. The question is: What are we busy about?

- Henry David Thoreau