Scribd
Upload
162 views5 pages

The Daily 5 Notes

The document provides an overview of the Daily 5 framework for literacy instruction. It discusses launching Read to Self as the first Daily 5 activity and building student stamina through short rounds. Teachers then introduce the other Daily 5 choices of Work on Writing, Read to Someone, Listen to Reading, and Word Work. Students build independence by choosing their Daily 5 activities and locations while teachers conference with small groups or individual students. After several weeks, teachers may reduce the number of Daily 5 rounds from five to four to allow more time for reading and writing.

Uploaded by

api-275591932
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
162 views5 pages

The Daily 5 Notes

The document provides an overview of the Daily 5 framework for literacy instruction. It discusses launching Read to Self as the first Daily 5 activity and building student stamina through short rounds. Teachers then introduce the other Daily 5 choices of Work on Writing, Read to Someone, Listen to Reading, and Word Work. Students build independence by choosing their Daily 5 activities and locations while teachers conference with small groups or individual students. After several weeks, teachers may reduce the number of Daily 5 rounds from five to four to allow more time for reading and writing.

Uploaded by

api-275591932
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

The Daily 5 Notes

A. Daily 5 Overview
1. Daily 5 should always begin with Launching Read to Self
2. The 10 Steps to Independence should be used to guide students
to start building Read-to-Self Stamina
3. Follow the rule of thumb: Stop the students from reading before
they reach stamina during the first lessons. Slowly add each of
the Daily 5 while building stamina.
4. Once the Daily 5 are introduced there will be 5 short rounds of
the Daily 5 each day.
5. A Literacy Block follows a specific structure
a. The block begins with a whole-group focus lesson taken from
the CAF Menu
b. Students then move into their first Daily 5 choice (Read to
Self, Work on Writing, Read to Someone, Listen to Reading,
and Word Work ). While students independently participate in
their Daily 5 choice the teacher meets with students
independently to conference, assess students, or hold small
group strategy sessions.
c. Once you notice students losing stamina the teacher should
break the round then come back together to implement the
next round. This goes on until five rounds have taken place.
6. After approximately eight to twelve weeks teachers find that they
run out of time as opposed to worrying about students behavior
being off task. As a result, the teachers drop from a structure of
Daily 5 to a structure of Daily 4 so that students have longer to
read and write.
7. Dropping down the number of rounds is determined by the
individual students stamina.
8. The order that the students participate in the Daily 5 depends on
their goal and the choices that they make.
9. Choice is one of the reasons why students love the Daily 5,
develop good reading habits, and become better readers
10.
As students increase their stamina they no longer need to
use all of the daily 5 and get to the point that they prefer to Read
to Self and Work on Writing.
11.
How the Daily 5 and CAF fit together.
12.
The five literacy blocks can be scheduled throughout the
school day with other activities held in between.
B. Daily 5 Foundations
1. Trust and Respect- respect your students by taking the time to
teach them the skills that they need to learn to read and write.
Show them that you trust that they can build stamina.
Sometimes students have trouble building stamina. Meet with

2.
3.
4.
5.

C.
1.

2.
3.

4.
5.

6.

7.

them more frequently to reteach the strategies and guide them


to read, practice the strategies, and build stamina.
Community- Build an environment of learning and caring for
students
Choice- Choice motivates students. It is a cornerstone of the
Daily 5. Students have choice over what they read, write, where
they sit, and the activity they perform.
Accountability- the show they are accountable when they choose
where to sit and read or write and so on
Brain Research- The length of a lesson effects student ability to
process and retain information, hold shorter lessons before you
lose students attention and their ability to process and
remember
10 Steps to Teaching and learning Independence
Identify What Is to Be Taught- Communicate what will be taught,
Create an I chart, at the top of the I Chart identify what will be
taught by writing the Daily 5 choice being introduced such as
Read to Self, add more text to the I Chart as you move on to the
next 2 steps of the 10 steps
Set a Purpose and Create a Sense of Urgency- You want the
students to be engaged in reading and feel the urgency to read.
This comes with time.
Record Desired Behaviors on the I Chart- such as Read the whole
time and stay I one spot. Dont add all of the desired behaviors
to the chart when students have little stamina. Write student
behaviors on the left of the I Chart and the teachers behaviors
on the right of the I chart.
Model Most-Desirable Behaviors- Stand next to a student
modeling the recorded behaviors and point the behavior out to
the rest of the class.
Model Least-Desirable Behaviors The Most Desirable Behavior
Again- As students to show everyone what least desirable
behavior looks like and then to model what desirable behavior
looks like
Place Students Around the Room- Communicate to students
where they can work independently, let them make choices and
practice. Tell students it will eventually be their turn to work at a
coveted spot if it occurs. Guide students to go to their spots
without rushing to get there first.
Practice and Build Stamina- The practice should be short and
meet the students stamina. It can run from less than a minute to
three minutes to more. It depends on many factors. Record each
students stamina on the class chart so students can see their
stamina build.

8. Stay Out of the Way- Dont disrupt student reading until you see
the first student break from daily 5 practice. Except when
bringing students to conferencing or work in strategy groups.
9. Use a Quiet Signal to Bring Students Back to the Gathering
Space- play chimes, soft music etc.
10.
Conduct a Group Check-in; Ask How Did It Go?- did they
meet their goal? Read in one spot, practice check and
understand.
D. Beginning the Daily 5; What do you need?
1. Chimes
2. Easel with Chart paper or dry erase board
3. Tools not Toys- alternate tool for student to do when students are
building stamina (manipulatives, calculator)
4. Book Boxes- one for each student filled with reading level
appropriate books
5. A Gathering Place for Focused Lessons
6. I Charts
7. Classroom Design- different places where students can sit and
read or write
E. Launching Read to Self- The First Daily 5
1. Day Onea. Three Ways to Read a Book/Foundation Lesson #1- review the
three ways to read a book during a lesson with the students
during the first read aloud (1. Read the pictures, 2. Read the
words, and 3. Retell the story). See page 69 for a scenario.
b. Launch Read to Self/Foundation Lesson #2- Go through the 10
Steps to Teaching Independence. Incorporate adding
behaviors to the I Chart and building stamina. Teachers may
have to practice this more often with the younger students
before teaching the other foundation lessons.
c. I PICK Good-Fit Books/Foundation Lesson #3- I PICK Good-Fit
Books should be talked about continuously. During the lesson
talk about: I: I select a book and look it over, inside and out, P:
Purpose- Ask yourself why might I want to read it?, I: InterestDoes the book interest me?, C: Comprehend- Read a few
pages and ask yourself Do I understand what I am reading?,
and K: Know- Look at the words in the book then ask yourself
Do I know most of the words? Share the bag of shoes analogy
by showing students how you choose for different purposes
based on the type of show you are wearing and help them
notice the importance of wearing a shoe that fits. As you
practice choosing good fit books and students show them to
the teacher they will get better at choosing a good fit book at
any place and time.
F. Foundation Lessons

1. Incorporate other foundation lessons and revisit them during


whole group focus lessons, during small group strategy lessons,
and when working with students independently as needed
2. Read to Self Foundation Lessons
i.
Three Ways to Read a Book pg 68
ii.
I PICK Good-Fit Books
iii.
Choose a Successful Spot
3. Work-on-Writing Foundation Lessons
i.
Underline Words You Dont Know How to Spell, and Move
On
ii.
Set Up a Notebook pg 89
iii.
Choose What to Write About p8g 90 (Think About Strategy)
4. Read-to-Someone Foundation Lessons
i.
EEKK (elbow, elbow, knee, knee)- students sit next to each
other with elbow and knee almost touching then each
holds one side of the book so they can both see the pages
ii.
Voice Level- talk about appropriate voice level
iii.
Check for Understanding- after reading restate the who
and what of the story if the student cannot reread or
change books if needed
iv.
How Partners Can Read- I read then you read, Choral
Reading, Students each read a different book to each other
v.
How to Get Started- Have good manners, make a deal
about who reads when, play Rock Paper Scissors, Youngest
goes first, Alphabetical Order by name
vi.
Partners Coaching- Teach let your partner try to sound out
an unfamiliar word first by counting to ten before coaching
5. Listen-to-Reading Foundation Lessons
i.
Set up and Clean up the Technology
ii.
Listen and follow along
iii.
Manage fairness and equitable use
6. Word-Work Foundation Lessons
i.
Set up and Clean up Materials
ii.
Choose Materials and Words to Use- help students choose
wordlists to practice
iii.
Choose a Successful Spot
G. Launch the Next Daily 5
1. Begin with Read to Self. Once students show some stamina and
they are practicing their I chart behaviors when you observe you
can move on to other lessons
2. Launch Work on Writing- Writing Workshop and Work on Writing
within Daily 5 are not the same. During writing workshop
students may be working on a specific skill. During writing within
daily 5 they can choose to write on work from the writing
workshop (ie. Persuasive writing), write a letter, write about

3.

4.

5.

6.

7.
8.

something that happened to them, write about something


interesting, write a poem, write steps on how to do something.
Choice- After Read to Self and Work on Writing stamina has
increased and students are practicing I Chart behaviors introduce
choice. Give up control and let the students choose whether to
Read to Self or Work on Writing first. It adds to motivation,
interest, and excitement.
Check-in- Once independence and stamina have been
established guide students to check in on their behaviors and
reflect. Record students responses onto the Daily 5 Check-In
Form using the coding below to keep track and make sure they
do all daily 5 during a rotation. Call out during the session to let
them know when they will meet for a conference or work with a
strategy group. See form pg 112
a. Read to Self= R
b. Work on Writing= W
c. Read to Someone= RS
d. Listen to Reading = L
e. Word Work= WW
Releasing Students Into Daily 5- Students are released to work on
the Daily 5 after they have checked in with the teacher. Guide
how many can listen to read based on the technology available
and make sure read to someones have someone to read with
Read to Someone- Reading to someone increases quantity of
reading, level of attention to reading, reading motivation,
opportunity to practice skills and strategies, Fluency, Expression,
Reading rate, Work attack skills, Vocabulary, and love of reading
Listen to Reading- provides pronunciation and expression models
Word Work- focus is on spelling and vocabulary. Use whiteboards,
magnetic letters, clay, letter stamps, technology, markers.
Implement preferred spelling and vocabulary strategies.

You might also like