*Parts of the Daily 5 structure have been adopted/adapted in our classroom.
THE DAILY 5
The Daily Five is more than a management system or a curriculum
framework. It is a structure that helps students develop the daily habits
of reading, writing, and working independently that will lead to a lifetime of
literacy independence. The literacy block is student driven, contains
high student engagement, contains authentic, meaningful reading and writing,
and the majority of the time is spent reading. The teacher is working
either one-on-one or in small focused literacy groups. There is a strong
research base that guides the framework.
The Components of the Daily Five
1. Read to Self
2. Read to Someone
3. Work on Writing
4. Work on Words
5. Listen to Reading
Read to Self
Each student has an individual book box with books that are a "Good
Fit." We learn how to pick a "Good Fit" book following the guidelines of
"I Pick."
I choose a book
Purpose - Why do I want to read it?
Interest - Does it interest me?
Comprehend - Am I understanding what I am reading?
Know - I know most of the words.
Students also learn about "Three Ways to Read a Book." We learned that we can read the pictures, read the
words, and retell a familiar story. The best way to become a better reader is to read every day!
Read to Someone
EEKK! elbow to elbow, knee to knee
Reading to someone helps students grow as readers. Partner reading allows
for more time to practice strategies, helps to build fluency, uses the strategy
of check for understanding, allows children to hear their own voice and
provides time to share in the learning community. Students practice
different ways to read with a partner such as:
1. I Read, You Read
2. Choral Reading
3. Reading one book together
4. Read two different books
Work on Writing
Students work individually (or with a partner) on a writing of their
choice. They may be continuing the writing they began in writer's
workshop but ultimately it is a sustained writing of their
choice.
Students might work on:
1. Make a list (favourite things, grocery, friend’s names, colours, etc.)
2. Friendly letters
3. Recounting a personal event, maybe they lost a tooth recently
4. Write a postcard
5. Poetry, Song lyrics
6. Respond to a picture or drawing
7. Write a recipe, instructions for how to make something
8. Copy letters, words and so on ... record a group writing activity
9. Make a sticker picture and write about it
The important goal is that students are spending time writing about something that really matters to them to
help them increase their fluency in writing.
Word Work
Expanded vocabulary and correct spelling allow for more fluent
reading and writing thus speeding up the ability to comprehend what is read and
get thinking down on paper. Students practice spelling patterns and high
frequency words using hands-on materials and whole body activities.
Students also sort word cards into categories in order to make connections
to spelling patterns.
Listen to Reading
Hearing good examples of literature and fluent reading expands students'
vocabulary, builds stamina and helps them become better
readers. They are provided with the opportunity to listen to fluent
reading and hear new vocabulary.
Building Stamina
When we begin teaching the components of The
Daily 5, the first time we model, instruct, and demonstrate how to do this
skill. The students start on their own for 3 minutes. Every day we
add one minute, eventually building their stamina to 30 minutes. Some days
we may only get to do 15-20 minutes depending on special activities,
assemblies, or holiday events. The students "build stamina" for each of
the Daily 5 sections.
Check for Understanding
This is a comprehension strategy
that teaches children to stop frequently and check, or monitor, if they
understand what they are reading.
THE DAILY 5
The Daily Five is more than a management system or a curriculum
framework. It is a structure that helps students develop the daily habits
of reading, writing, and working independently that will lead to a lifetime of
literacy independence. The literacy block is student driven, contains
high student engagement, contains authentic, meaningful reading and writing,
and the majority of the time is spent reading. The teacher is working
either one-on-one or in small focused literacy groups. There is a strong
research base that guides the framework.
The Components of the Daily Five
1. Read to Self
2. Read to Someone
3. Work on Writing
4. Work on Words
5. Listen to Reading
Read to Self
Each student has an individual book box with books that are a "Good
Fit." We learn how to pick a "Good Fit" book following the guidelines of
"I Pick."
I choose a book
Purpose - Why do I want to read it?
Interest - Does it interest me?
Comprehend - Am I understanding what I am reading?
Know - I know most of the words.
Students also learn about "Three Ways to Read a Book." We learned that we can read the pictures, read the
words, and retell a familiar story. The best way to become a better reader is to read every day!
Read to Someone
EEKK! elbow to elbow, knee to knee
Reading to someone helps students grow as readers. Partner reading allows
for more time to practice strategies, helps to build fluency, uses the strategy
of check for understanding, allows children to hear their own voice and
provides time to share in the learning community. Students practice
different ways to read with a partner such as:
1. I Read, You Read
2. Choral Reading
3. Reading one book together
4. Read two different books
Work on Writing
Students work individually (or with a partner) on a writing of their
choice. They may be continuing the writing they began in writer's
workshop but ultimately it is a sustained writing of their
choice.
Students might work on:
1. Make a list (favourite things, grocery, friend’s names, colours, etc.)
2. Friendly letters
3. Recounting a personal event, maybe they lost a tooth recently
4. Write a postcard
5. Poetry, Song lyrics
6. Respond to a picture or drawing
7. Write a recipe, instructions for how to make something
8. Copy letters, words and so on ... record a group writing activity
9. Make a sticker picture and write about it
The important goal is that students are spending time writing about something that really matters to them to
help them increase their fluency in writing.
Word Work
Expanded vocabulary and correct spelling allow for more fluent
reading and writing thus speeding up the ability to comprehend what is read and
get thinking down on paper. Students practice spelling patterns and high
frequency words using hands-on materials and whole body activities.
Students also sort word cards into categories in order to make connections
to spelling patterns.
Listen to Reading
Hearing good examples of literature and fluent reading expands students'
vocabulary, builds stamina and helps them become better
readers. They are provided with the opportunity to listen to fluent
reading and hear new vocabulary.
Building Stamina
When we begin teaching the components of The
Daily 5, the first time we model, instruct, and demonstrate how to do this
skill. The students start on their own for 3 minutes. Every day we
add one minute, eventually building their stamina to 30 minutes. Some days
we may only get to do 15-20 minutes depending on special activities,
assemblies, or holiday events. The students "build stamina" for each of
the Daily 5 sections.
Check for Understanding
This is a comprehension strategy
that teaches children to stop frequently and check, or monitor, if they
understand what they are reading.