The Daily 5

  • The Daily 5: Fostering Literacy Independence 

    © The 2 Sisters Boushey & Moser

          1. Read to Self

    The best way to become a better reader is by practicing each day, with books the students choose and are a "Good Fit". Below, you can read about how to pick a "Good Fit" book.

     

                 2. Work on Writing

    Just like reading, the best way to become a better writer is by practicing writing each day. Reading and writing are very important! 

     

           3. Read to Someone

    Reading with a partner allows each student time to practice strategies, build fluency, check for understanding, and hear their own voice. Students can share the learning community this way.

     

                 4. 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.

     

             5. Listen to Reading

    Hearing good examples of literature and fluent reading expands a student's vocabulary, builds stamina and helps the student become a better reader.

     

      I PICK "Good Fit Books"

    The students are taught from day one about choosing and selecting books that are just right for their reading level.  They are called "Good Fit Books".

    1.I pick a book

    2.P urpose (What's my purpose for choosing this book? )

    3.I nterest (Does this book interest me?)

    4.C omprehend (Can I comprehend what I'm reading?)

    5.K now (Do I know most of the words?)

     

      Three Ways to Read a Book

    1.  Read and talk about the pictures

    2.  Read the words

    3.  Retell the story

     

      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. 

     Often as beginning readers, children are so aware of reading accurately that they forget to take time and think about what they are reading, checking to see if they understand the text.  Advanced readers can develop the habit of reading through the text without monitoring if they were aware of Checking for Understanding as beginning readers.

     This vital strategy is not only one of the first we introduce, but is also one we model frequently throughout the year. 

     When students are Reading to Someone, one partner holds a wooden or foam shape check mark.  This helps them to remember their job of listening and retelling what their partner just read.  Then they switch, the other student reads as their buddy holds the check mark and this time they "check for understanding."          


      Building Stamina

    Many parents are amazed to hear their child speak about building "stamina".  It's not a typical word you hear children say!  When we begin teaching The Daily 5 parts, 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 20-30 minutes depending on special activities, assemblies, or holiday events.  The students "build stamina" for each of the Daily 5 parts. 

     

       

    What's the teacher doing during Daily 5?

    Explicit modeling, practice, reflecting and refining takes place during the launching phase, preparing the foundation for a year of meaningful content and instruction tailored to meet the unique needs of each child.  After weeks and months of modeling, practicing, and building stamina for each Daily 5 part, the students become very independent and are on "automatic pilot".  They know these routines, they look forward to them each day.  In fact, they are disappointed if we don't get to all five if there is something special in our day.  This automaticity allows the teacher to work with students one on one, in Skills Groups, or Guided Reading.  The teacher can give assessments such as DRA's (Developmental Reading Assessment), or DIBELS (Dynamic Indicators of Basic Early Literacy Skills) tests.  Teachers can confer with students individually to discuss how they are developing as readers and writers and discuss their goals.