Is a framework for literacy
Has common core routines
Is a student-driven management
Leads to a lifetime of independent
The Daily Five
Read to Self
Read to Others
Listen to Reading
1 Word Work
2 Oral Language
3 Modeled Writing
4 Shared Writing
5 Independent Writing
6 Read Aloud
7 Shared Reading
8 Guided Reading
9 Independent Reading
But What Does It Look Like?
Video- Whole Class Independent Work
Trust- meaningful learning requires respec t between
the teacher and students as well as among the students
When trust is combined with explicit instruction, our
students acquire the skills necessary to become
When students execute the skills of independence
they have been taught, teachers are free to focus their
time and energy on instruction.
Choice- The order students choose varies from day to
day, depending on their goals, motivation, and mood.
Choice is highly motivational and puts children in
charge of their learning.
Community- A sense of community provides members
with ownership to hold others accountable for
behaviours of effort, learning, order, and kindness.
Sense of Urgency- We always teach why we do things.
This gives students a responsibility to take ownership
for their own teaching and learning.
Stamina- Building stamina works with even our
You need to teach students to build their stamina for
The Daily five allows for teachers to have instruction
time in one-on-one and small group settings because
the bulk of the class is independently engaged in
worthwhile and meaningful activities.
Developing the concept of “good-fit” books
Creating anchor charts
Short, repeated intervals of independent practice
Calm signals and check-in procedures
Using a model approach for behaviors
Set a gathering place
Determine a meeting place where all students
can sit, at all grade levels.
It provides time for a change in their brain work
along with much-needed movement of their
bodies. This is called a Brain and Body Break.
It is essential to teach how to choose books
that are a good fit.
A child’s purpose for reading, interest in a
topic, and ability to comprehend play a large
role in finding a good-fit book.
I PICK- slideshow
A separate book box/bag for each student
5 – 10 books in box/bag
Self-selection of books depends on age
Book box/bag has assigned spot it is kept
Videos: Book Boxes Nuts and Bolts
(Organizing Book Boxes Video Series)
Differentiating Book Boxes (Organizing
Book Boxes Video Series)
Their current guided reading book
Library books- they take one home, put on in their box
1. Identify what is to be taught- “Today we
are going to…..”
2. Setting Purpose – Tell the students
3. Brainstorm behaviors desired using an
“I” chart- What does it look like, sound
like, feel like?
4. Model most and least desirable
behaviors- Training your muscle
5. Place students around the room-
Children want to be comfortable. Show
them how to choose a good spot.
6. Everyone practice and build stamina (3
minutes). Don‘t set timer, look for body
7. Stay Out of the Way
8. Quiet Signal – Come back to group. Can
be used when time is up or when
stamina is broken.
9.Group Check In – “How Did You Do?”.
This is a time for self reflection and