The Daily 5

Written by:

Gail Boushey and Joan Moser “The Sisters”

Presented to Johnson City Schools K-2nd Grade Teachers

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

readers and writers?

- Regie Routman

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

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

are we busy about?

- Henry David Thoreau

Daily 5 is….

• Tasks - 5

• System – teaching independence

• Structure – providing consistency

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

Daily 5 – what ?

• Literacy structure– allows differentiation– provides consistency

• Integrates literacy instruction and classroom management

• Allows for integration of reading & writing instruction

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

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

What does Daily 5 look like?

• Brief, daily instruction between rounds

• Five rounds of literacy tasks

– Read to Self

– Work on Writing

– Read to Someone

– Working with Words

– Listen to Reading

Foundation for Daily 5

• Trust + Explicit instruction = independent learners (accountability)

• Providing choice• Nurturing environment• Creating a sense of urgency• Building routines until behaviors become habits

and “default” behaviors• Building stamina• Stay out of the students’ way until routines are

established

Steps to Teaching and Learning Independence

• 1. 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 System

• Students 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 place• Model “Three Ways to Read a Book”• Determine “good fit” books - “I PICK” (book boxes)• Anchor charts• Stamina• Short, repeated, consistent intervals of independent

practice• Model correct/incorrect behaviors• Launch one Daily a week; add new Daily to one(s)

they did last week

One Daily at a Time

• Read to Self

• Write about Reading

• Listen to Reading

• Read with Someone

• Working on Words

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” chart

• Looks/sounds like

• Tasks

• Expectations

Three Ways to Read a Book

• Read and talk about the pictures.

• Read the words.

• Retell a previously read book.

I PICK• I choose a book

• P 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 “ chart

• Looks/sounds like

• Tasks

- Graphic Organizers

- Reading Response Journals

• Expectations

Listening to ReadingWhen we hear examples of good reading and fluent

reading, we learn more words, expand our vocabulary and become better readers.

• “I” chart

• Looks/sounds like

• Tasks

• Expectations

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” chart

• Looks/sounds like

• Tasks

• Expectations

Working with WordsCorrect spelling speeds up the reading and writing process,

thus improving writing the ability to get things down on paper.

• “I” chart

• Looks/sounds like

• Tasks• 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 instruction

Differentiated Instruction

Ancedotal Records

Running Records

Individual Reading Inventories