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The Daily FiveBy Joan Moser

and

Gail Boushey

http://www.powerpointstyles.com/




Looking into our Classrooms

In thinking about and reflecting on your own practice, how would you characterize your literacy block?

Talk to your group and share your ideas.



Five Literacy Components

• Read to Self• Read to Someone• Listen to Reading• Work on Writing• Word Work

It is NOT called The Daily Five because they have to do all 5 each day!



Daily Five According to Grade Levels

Grades K -2

• Read to Self• Read to Someone• Listening to Reading• Work on Writing• Word Work

• * In Small Group Instruction (Words Their Way/Estudio de palabras)

Grades 3 – 5

• Read to Self• Read to Someone• Work on Writing• *Word Work



Setting Up Your Classroom

• Management System• Establish a gathering place • Have an easel/chart paper

(develop with students)

• Classroom Library (genres/topics/authors)

• Labeled materials that are accessible to students



Pictures- Management System



Pictures- Management System



Pictures-Classroom Set Up



Pictures-Classroom Set Up



Activity• With your group, please sort the

cards into the two categories: 1. Real Readers

2. Fake Readers• Discuss with your group the

similarities and differences and brainstorm possible mini lessons you might have with your students to help them become “Real Readers”.



Read to SelfLaunching Read to Self• Physical Space- Use the floor• Three Ways to Read a Book- I PICK

– Read and talk about pictures– Read the words– Retell a previously read book

• Complete and show the I-Chart• Model the inappropriate and

appropriate way• Set places and build stamina

– Start with 3 minutes– Review the I-Chart– Another 3 minutes Page 45



Read to Self I-Chart

Read to SelfStudents Teacher

Read the whole time Works with students in groups/conferencing

Stay in one spotRead quietlyWork on staminaGet started right away

Page 50



Pictures- Read to Self Charts



Pictures- Read to Self Charts



Read to SomeoneLaunching Read to Someone• Complete and show the I-Chart• Review and model EEKK (elbow-elbow

and knee-knee)

• Voice level• Check for Understanding

Varieties of Read to Someone

1. I Read, You Read

2. Choral Reading

3. Reading One Book

4. Read Different BooksPage 59



Read to Someone I-Chart

Read to SomeoneStudents Teacher

Sit EEKK Works with students in groups/conferencing

Use a soft voiceRead the whole timeStay in one spotGet started right away

Page 66



Pictures- Read to Someone Charts



Non-Negotiables

• Read Chapters 3,4, and 5• Implement the two components

in next two weeks.• Anchor Charts• Management System• Whole Group gathering area• Classroom Library



Daily Five Websites

• www.thedailycafe.com/ • http://mrsshipley.posterous.com/pages/daily-5-i-c

hart-i-for-independent

• http://web.me.com/varkgirl/2nd_Grade/Management.html

• http://www.slideshare.net/angelamaiers/fostering-independence-with-the-daily-five

• http://lilcountrykindergarten.blogspot.com/2011/02/daily-5-in-pictures.html

• www.pinterest.com - Search for Daily Five


http://www.thedailycafe.com/

http://mrsshipley.posterous.com/pages/daily-5-i-chart-i-for-independent

http://mrsshipley.posterous.com/pages/daily-5-i-chart-i-for-independent

http://web.me.com/varkgirl/2nd_Grade/Management.html

http://web.me.com/varkgirl/2nd_Grade/Management.html

http://www.slideshare.net/angelamaiers/fostering-independence-with-the-daily-five

http://www.slideshare.net/angelamaiers/fostering-independence-with-the-daily-five

http://lilcountrykindergarten.blogspot.com/2011/02/daily-5-in-pictures.html

http://lilcountrykindergarten.blogspot.com/2011/02/daily-5-in-pictures.html

http://www.pinterest.com/


Debbie Diller HintsSpaces and Places

• Organized Classroom– Use your space– Use your walls

• Soft Colors (combine two or three)

• Anchor Charts need borders• Avoid using RED on anchor

charts.



Free Powerpoint Templates

The Daily Five Part II

By Joan Moser

and

Gail Boushey





WELCOME!!!

Have you ever felt like this?

http://www.youtube.com/watch?v=0YGF5R9i53A&feature=related





How is it going?

• On a sticky note write a positive about the Daily 5 in your classroom

• On another sticky note write a question or concern you still have.



Brandenburg’s Daily Five












Day 1• Brainstorm I-Chart for expectations• Model and practice material set-up• Model and practice listening and following along with

words/pictures

Day 2• Review I-Chart• Model and practice putting materials away

Day 3• Review I-Chart• Model and practice listening to a short story; finishing

it and starting a new one• Model and practice if work time is up before the story

is finished.

Listen to Reading Launching Listen to Reading



Listen to Reading I-Chart

Listen to ReadingStudents Teacher

Get materials Works with students in groups/conferencing

Listen quietly to the whole storyFollow along with pictures and wordsStay in one spotGet started quickly



Work On Writing Launching Work On Writing

Day 1• Brainstorm I-Chart for expectations• Model what to do when writing a word they can’t

spell (underline and go on)

Day 2• Brainstorm and practice where to sit.• Brainstorm and practice what materials to use

(notebook, pencil and drawing/sketching)

Day 3• What to write about:

– Make a list of topics– Make a list of forms– Post list for students’ reference



Work On Writing I-ChartWork On Writing

Students TeacherWrite the whole time Works with students in

groups/conferencingStay in one spotWork quietlyChoice of what to writeGet started quicklyUnderline words you don’t know how to spell and move on



Word Work Launching Word Work* Consider using Words Their Way

Day 1• Introduce materials and locations• Brainstorm I-Chart on how to setup materials and

how to work independently• Model the use of materials• Brainstorm I-Chart for how to cleanup

Day 2• Model and practice the use of materials (setup-

cleanup)• Brainstorm I –Chart “How to use materials”• Model and practice student behaviors of how to

use materials



Examples of Focus Lessons for Word Work

• Set up notebook• Word Sort• Adding words to their collection• List words that belong to a pattern• Practice words that are often misspelled• Open word sort and write words in word

study notebook• Closed word sort and write words in word

study notebook

Word Work Launching Word Work



Word Work I-ChartWord Work

Students TeacherWrite the whole time Works with students in

groups/conferencing

Stay in one spot

Work quietly

Choice of what to write

Get started quickly

Underline words you don’t know how to spell and move on



Non-Negotiables

• Read Chapters 5 and 6• Implement ALL components by

January 13th.• Anchor Charts• Management System• Whole Group gathering area• Classroom Library


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