Abridged version of the daily 5
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Abridged version of the daily 5

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An explanation of The Daily 5 program promoted by Gail Boushey & Joan Moser. This presentation is an abridged version of the original produced by teachers at Wilson School in Davenport, Iowa.

An explanation of The Daily 5 program promoted by Gail Boushey & Joan Moser. This presentation is an abridged version of the original produced by teachers at Wilson School in Davenport, Iowa.

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  • Students complete tasks while teacher is busy doing small group work or conferring with individuals
  • Even a section in Troubleshooting about older grades
  • Taught in two different days, first going over how to read the words and read the pictures. On the second day, retelling is introduced as a part of reading a book. Remind students that whether you read the words, pictures, or both together, you should be thinking, talking to yourself, and making meaning. Your brain will be very busy when you are reading!
  • Trust – establishing positive relationships, trusting them to work independently with explicit instruction, build trust through lessons and guided practice Choice – structured but varies, after they have practiced all skills, teacher introduces student choice so they can make their own choices of activities, order that students choose day to day depends on goals, motivation, mood Community – classroom culture Sense of urgency – teach WHY they’re doing what they’re doing Stamina – start with small manageable chunks of time and practice skills, gradually building up; kids can’t naturally look at books for 20 minutes – need to work up stamina Stay out of the way – avoid reinforcement, stay out of the way and let them read PURPOSE+CHOICE=MOTIVATION

Abridged version of the daily 5 Abridged version of the daily 5 Presentation Transcript

  • GAIL BOUSHEY & JOAN MOSER “ THE SISTERS ” the daily 5 FOSTERING LITERACY INDEPENDENCE IN THE ELEMENTARY GRADES
  • What is the Daily 5?
    • The Daily 5 is an approach for teaching reading and writing that consists of a series of literacy tasks:
      • Read to Yourself
      • Read to Someone
      • Listen to Reading
      • Work on Writing
      • Spelling/Word Work
  • Audience
    • The daily 5 is geared towards teachers and students in primary classrooms, but the overall philosophy can be adapted for older grades.
  • 1, 2, 3: WAYS TO READ A BOOK
      • Whether the students are very young, learning English, struggling learners, or highly gifted, this understanding is essential if they are to read independently for extended periods of time.
    1. Read-to-Self
  • Students work in pairs and can choose from 3 different activities:
    • Taking turns: students read the same book, switching off after each page.
    • I read, you read: Most fluent student starts first and
    • reads a page. The second student reads the same page.
    • Reading from two different books: Students take turns reading their book of choice to each other. The person not reading aloud listens and checks for understanding
    2. Read to Someone
  • 3. Listen to Reading
    • Depending on available technology, students can :
    • Listen to books on tape.
    • Use an eBook with a reading function.
    • Use a Kindle, Nook or other type of Personal Device.
    • Use a computer program with a reading function.
  • 4. Work on Writing
  • Benefits of WORK ON WRITING
    • Writing helps students to become better readers as well as helping them improve their writing skills. The more writing done, the better the writing fluency.
    • Especially when given their own choice of topics, students learn to care about their writing and those who read it. It is a satisfying means of self-expression.
  • Examples of Writing Persuasive Writing Friendly Letters True Story Report Poetry Narrative
  • 5. Spelling/Word Work… … helps students become better readers, writers, and spellers. A variety of materials can be used for practice!
  • Foundations of the Daily 5
    • PURPOSE+CHOICE=MOTIVATION
    • Trust – Establish positive relationships, trusting students to work independently with explicit instruction. Build trust through lessons and guided practice.
    • Choice – After students have practiced all the necessary skills, the teacher introduces structured student choice. Students are then allowed to make their own choice of daily activities. What students choose day to day depends on their goals, motivation, and mood.
    • Community – The classroom culture supports this program through training and climate.
    • Sense of urgency – Students know WHY they’re doing what they’re doing.
    • Stamina – Students won’t naturally sit and look at a book for 20 minutes: start by teaching them how they should interact with a book. Begin the independent activity with small manageable chunks of time and gradually build up to 20 minutes.
  • Necessary Routines
    • Certain routines will encourage student self-sufficiency in the daily 5:
    • Start by establishing a gathering place for the beginning and end of the activity.
    • Check in with students and make sure to model appropriate practice.
    • Provide short intervals of repeated practice.
    • Have anchor charts on display for student reference.
    • Set up book boxes that contain books that are a good fit for reading ability, interest, and content.
    • Establish signals that will help guide the class through the activity.
  • Note to Teachers:
    • Stay out of the way!
    • Teach the skills and take time to review and model. But when students are doing the daily 5, learn to step back and observe; let students interact with the books on their own.
    • “ The Daily Five is more than a management system or a curriculum framework – it is a structure that will help students develop the daily habits of reading, writing, and working with peers that will lead to a lifetime of independent literacy.”
    WHY USE THE DAILY 5?