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The Daily 5 For the Kindergarten Classroom. The. s. of First Grade. Marge Finan Woodland Heights Elementary. Thank You for Coming. What is the Daily 5?. - PowerPoint PPT Presentation


  • Marge Finan Woodland Heights Elementaryof First GradeThesThe Daily 5For the Kindergarten Classroom

    Thank You for ComingSample TextSample TextSample TextSample TextSample Text

    Two Sisters, Gail Boushey & Joan Moser, co- authored the book, The Daily 5: Fostering Literacy Independence in the Elementary Grades.

    Student-driven management structure designed to create routines for student independence.

    Fully engages students in reading and writing.

    Incorporates five literacy tasks to ensure balanced literacy approach.What is the Daily 5?

    Productive approach that encourages independent literacy centers.

    Allows teachers to facilitate guided reading and remediate students.

    Less worksheets and more hands-on learning. Encourages love of reading!How is it Different?

    The Daily 5 is nothing new.

    Similar to literacy centers different names but designed to be more independent.

    No need to reorganize, just restructure.

    Your room is fine just the way it is!


    Read to SelfRead to SomeoneListen to ReadingWork on WritingWord Work

    Sisters and others are moving closer to Daily 3 and eliminating Read to Someone and Listen to Reading.

    Daily 5 Components

    Trusting StudentsProviding ChoiceNurturing CommunityCreating a Sense of UrgencyBuilding StaminaStaying Out of the Way (to encourage independence)Core Foundations

    Establish a Gathering PlaceBook Boxes filled with Good-Fit Books (I PICK)Anchor or I-Charts (for independence)Repeated Practice (to build Muscle Memory)Signals & Check InCorrect/Incorrect Model

    Key Materials and Concepts

    The first step in the Daily 5

    Foundation for creating independent readers and writersStart small and build as you goWhy To become a better readerBuilds stamina and muscle memory

    Read to Self

    Helps students learn to collaborate and be flexible.

    Desired behavior - EEKK: Elbow to Elbow, Knee to Knee, Ill read to you; youll read to me.

    I Read, You Read (improves fluency).

    Choral Reading (supports challenged readers).

    Read to Someone

    Provides lap time that many children miss out on.

    Provides auditory support of being read to.

    Books on tape, CD, or websites are great resources.

    Headphones can be tricky.

    Listen to Reading

    Provides writing practice and intense focused instruction through small, guided groups. Sustained writing of students choice writing that matters to them.

    Encourage stretching words.

    Handwriting could be included.

    Work on Writing

    Word Work

    Focus on spelling and vocabulary work.

    Experiment with words for learning, practicing spelling patterns, and memorizing sight words.

    Tubs clearly labeled with words and pictures and filled with goodies like wikki sticks, magnetic letters, fancy pens, word lists, etc.

    Make it independent and fun!

    Launching Daily 5

    Start slowly and patiently!

    Prepare a book box for each student and fill with class-made, emergent, and leveled readers.

    Organize classroom library.Allows students to choose & return books easily.Release responsibility gradually.

    Class Library

    Launching Daily 5

    Work with students to describe a new skill or behavior; use I-charts.

    Model it, practice it, talk about the skill again, and repeat the practice.

    Discuss until behavior becomes a habit.

    Daily 5 Setup

    Daily 5 OrganizationInsert Picture

    Day One

    Establish a gathering place.

    Teach children to respond to a signal so they know when it is time to check-in.

    Create Sense of Urgency for Read to Self.

    Example Read How Rocket Learned to Read by Tad Hills. Discuss excitedly that they are ready to read.

    Day One (Continued) Brainstorm Read-to-Self behaviors and write ideas on an I-Chart.

    Have 1 3 students model appropriate Read-to-Self behaviors.

    Have 1 2 students model inappropriate behaviors; then have them model correct behaviors.

    Have a three-minute practice period.

    Check in to encourage self-reflection. Thumbs up in front of hearts signal independence and success; a thumb sideways means they could do better.

    Day Two

    Read the class favorite picture, easy reader.

    Example Read Pete the Cat by Eric Litwin.

    Next, just read the pictures. Then, retell the story.

    Brainstorm and make an I-Chart forthe three ways to read a book.

    Have a three-minute practice period.

    Check-in to reflect.

    Day Three

    Introduce Stamina & Muscle Memory.--behavioral habits

    Example Read DEX the Heart of a Hero by Caralyn Buehner.

    Talk about how Dex had to build his exercising stamina to become stronger.

    Its hard but keep trying it takes time!

    Day Three (Continued)

    Review I-Charts - Read to Self & 3 Ways to Reada Book.

    Have students model good & not so good behavior.

    YAY Its time to start building stamina!

    Might only be for a minute or two.

    Return to gathering place to check-in for self-reflection.

    Day Four and Beyond

    Review I-charts daily to help make thinking permanent and visible.

    Continue to Read to Self and build stamina.

    Add a minute or two each day. Let kiddos go as long as proper behaviors are displayed.

    Enjoy youve made it!

    Introducing other Components

    Once you have reached your stamina goal for Read to Self, add another component.

    Brainstorm and make an I-Chart. Practice and build stamina.

    Eventually, incorporate into Literacy Centers.

    Take it slowly - Its okay if you just choose to Read to Self!

    Daily 5 Literacy Centers

    Do what works and is comfortable for you!

    Will students know where to go and what to do?Probably not at first be patient, it takes time.

    You will need to direct them while encouraging independent learning.

    Check-in and reflect you made it!


    Boushey, Gail and Moser, Joan. The Daily 5: Fostering Literacy Independence in the Elementary Grades. Stenhouse Publishers. Portland, Maine. 2006.