Daily 5 "What?"
"The typical teacher has children doing a lot of "stuff". How is what I am having children do creating readers and writers? " Regie Routman
What is the goal for implementing the Daily 5 in your classroom? The goal of the Daily 5 is for students to work independently on meaningful reading and writing while the classroom teacher meets with individuals and/or small groups. Students move through 5 tasks: read to self, read to someone, work on writing, word work, and listen to reading. Upper grades (5th grade and middle school) often do just read to self, read to someone, and work on writing. Children learn to read by reading, not through a series of worksheets. This extended reading and writing time allows students to make significant progress in literacy as they take responsibility for monitoring their learning. The Daily 5 model gives teachers time for small group work, as well as time to coach the struggling readers while the students establish independence and stamina. Boushey & Moser (2006)
How much time do you estimate for each step to complete? You must start off slowly and be very detailed about behavior and expectations. The goal is for the teacher to not intervene by even praising correct behavior. The teacher must explicitly teach the behaviors and have students practice until the behaviors become habits. Spend at least 5 days mastering and focusing fully on each Daily 5 section, starting with a mere 3 minutes of practice. It will take about a total of 25 days to implement this model fully, define and practice behaviors, build stamina, and assess individual needs. (Joan & Moser) 2014
How will you know when you have accomplished each step? You will know when you have accomplished each step when the class is functioning independently. The children are there to support each other, as they will have been given ample time to learn and practice the correct way of each rotation, and they have seen the incorrect way modeled. Each student should not only demonstrate correct behavior but also articulate his/her goals and strategies. The goal is to have the five 30-40 minute rotations, and children choose the order of their rotations. Between each rotation, the teacher gathers the class together on the rug to do focus lessons in which the children should try.
Why should you incorporate the Daily 5 into YOUR classroom? Instead of running off and correcting hundreds of incoherent and insignificant worksheets each day while you work with individuals or small groups, students spend their time READING to themselves, READING with others, and listening to fluent and expressive READING! They are WRITING and working with WORDS that relate to their reading, not random words. The Daily 5 also lends itself easily to differentiation of instruction.
FIRST THINGS FIRST! Before you begin the Daily 5 be sure you have:
What is the goal for implementing the Daily 5 in your classroom? The goal of the Daily 5 is for students to work independently on meaningful reading and writing while the classroom teacher meets with individuals and/or small groups. Students move through 5 tasks: read to self, read to someone, work on writing, word work, and listen to reading. Upper grades (5th grade and middle school) often do just read to self, read to someone, and work on writing. Children learn to read by reading, not through a series of worksheets. This extended reading and writing time allows students to make significant progress in literacy as they take responsibility for monitoring their learning. The Daily 5 model gives teachers time for small group work, as well as time to coach the struggling readers while the students establish independence and stamina. Boushey & Moser (2006)
How much time do you estimate for each step to complete? You must start off slowly and be very detailed about behavior and expectations. The goal is for the teacher to not intervene by even praising correct behavior. The teacher must explicitly teach the behaviors and have students practice until the behaviors become habits. Spend at least 5 days mastering and focusing fully on each Daily 5 section, starting with a mere 3 minutes of practice. It will take about a total of 25 days to implement this model fully, define and practice behaviors, build stamina, and assess individual needs. (Joan & Moser) 2014
How will you know when you have accomplished each step? You will know when you have accomplished each step when the class is functioning independently. The children are there to support each other, as they will have been given ample time to learn and practice the correct way of each rotation, and they have seen the incorrect way modeled. Each student should not only demonstrate correct behavior but also articulate his/her goals and strategies. The goal is to have the five 30-40 minute rotations, and children choose the order of their rotations. Between each rotation, the teacher gathers the class together on the rug to do focus lessons in which the children should try.
Why should you incorporate the Daily 5 into YOUR classroom? Instead of running off and correcting hundreds of incoherent and insignificant worksheets each day while you work with individuals or small groups, students spend their time READING to themselves, READING with others, and listening to fluent and expressive READING! They are WRITING and working with WORDS that relate to their reading, not random words. The Daily 5 also lends itself easily to differentiation of instruction.
FIRST THINGS FIRST! Before you begin the Daily 5 be sure you have:
- A meeting area to meet with whole class on the floor
- A meeting area to meet with small groups or individuals
- A well stocked classroom library
- Book boxes for each individual student
- Listening center areas, stocked with books
- Writing material center
- Anchor charts displayed (The following lists are your “anchor charts.” Brainstorm these together, and refer to them often.)
Good Fit Books
Devoting some time up front teaching your students how to select books that are a good fit for them is a skill that will move them through the rest of the year. I love the I PICK Strategy:
I - I Choose a Book
P - Purpose (Why do I want to read it?)
I - Interest (Does it interest me?)
C - Comprehend (Do I understand what I'm reading?)
K - Know (Do I know most of the words
Devoting some time up front teaching your students how to select books that are a good fit for them is a skill that will move them through the rest of the year. I love the I PICK Strategy:
I - I Choose a Book
P - Purpose (Why do I want to read it?)
I - Interest (Does it interest me?)
C - Comprehend (Do I understand what I'm reading?)
K - Know (Do I know most of the words
Description of Each Step
4. Working with Words
- Students need to stay in one spot
- Make sure to be quite
- Students may work on spelling or site words
- Materials may be used to help practice these items
- Materials may be marker boards, magnet letters, letter stamps, or magnet letters
5. Listen to Reading
- Students are to be working the entire time
- Not talking to others
- Students are focusing on listening to a story on the computer with a head set on
- Listen to the entire story
- Follow along with the pictures or clues
- Re-listen to the tape if needed and time allows