What is A guide for parents

What is
A guide for parents
What is the Daily 5?
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A way of structuring reading instruction so
that every student is engaged in meaningful
literacy tasks.
Students receive explicit whole group
instruction and then are given independent
practice time to read and write
independently while the teacher provides
focused instruction to individuals and small
groups.
What is the Daily 5?
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When it is up and running, students will
be engaged in the following activities:
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Read to Self
Work on Writing
Read to Someone
Word Work
Listen to Reading
What does it look like each day?
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Students will gather for mini-lessons
followed by choice times where
students choose one of the five
tasks and work independently while
the teacher meets with individuals
and small groups.
Read to Self
Teach students the three ways to read a
book:
 Read the pictures
 Retell a story you already know
 Read the words
 Combination of books kids choose
themselves and books at their reading
level.
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Book Boxes
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Each student in my room has a book box.
Their book box contains "Good Fit Books"
they have chosen. I let my class "Shop
for Books" as they are ready for new
material each morning.
This builds a sense of responsibility and
provides these young readers a way to
monitor their own reading abilities.
I Pick “Good Fit Books”
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The students are taught from the beginning 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?)
Writing
We have a separate Writer’s
Workshop, but during Daily 5,
students have total choice on the
format of their writing.
 They may work on writing letters,
making books, or journaling.
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Read to Someone
Students love having the chance to
share a book with a friend.
 We practice how to help a friend
who is stuck on a word and how to
ask questions about the books we
are reading.
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Word Work
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Practice spelling, vocabulary, phonemic
awareness, and phonics.
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Making words with BOGGLE
Cookie sheets with magnetic letters
Magnetic words
Whiteboards with colorful markers
Word sorts
Listen to Reading
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Students will listen to stories
from our Treasures series on CD
or other books with audio
cassette or CD.
 Fill out a listening response post
Beginning the Daily 5
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In order to teach students the
independence needed for this program,
the first few weeks are spent on
building reading and writing stamina,
learning the behaviors of Daily 5,
creating a sense of urgency, and
fostering a classroom community.
Building Stamina
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Much like exercising our bodies, students can
not be expected to independently read or
write for 20-30 minutes right away.
We begin with just 2 minutes a day, so
everyone can be successful and work up from
there.
We chart our progress, and kids are excited
to see their stamina grow.
Learning Behaviors of Daily 5
Class brainstorms desirable activities for
each part of Daily 5 – these are posted
and referred to frequently.
 Students model correct behaviors and
in-correct behaviors.
 Students check in each day and reflect
on their learning behaviors.
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Creating a Sense of Urgency
We all want to know why we have to do
something, and no one wants to hear
“because you have to”.
 We explain the importance of each of
the task and often refer to the value of
practicing reading and writing.
 Establishes motivation and on-task
behavior.
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Fostering Community
Begins with getting to know each other
and valuing each person’s contributions.
 Helps students hold each other
accountable for behaviors, learning,
effort, and kindness.
 We celebrate each individual’s
accomplishments.
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Benefits of Daily 5
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Children cannot become better readers and
develop a love for reading without having time to
actually read and write.
Providing choice is highly motivational and puts
kids in charge of their learning.
Students have lots of individualized time with the
teacher and help develop their own goals to work
on independently.
Provides structure, short intervals of repeated
practice, and time to explore – exactly what
children this age need!