Framing an Appropriate Research Question 6b9b26d93da94caf993c038d9efcdedb.pdf
The Daily Five
1. 01
WINTER
The
Template
DailyA d a p te d fo r
a
K in d e r g a r t e n
C la s s r o o m
2. 02
T h e D a ily F iv e is b a s e d
o n the b o o k b y tw o
s is t e r s a n d t e a c h e r s ,
G a il B o u s h e y a n d J o a n
Mos e r.
3. 03
T h e D a ily F iv e c o n s is t s o f
f iv e e le m e n t s o f lit e r a c y .
T h e s e c a n a ls o b e c a lle d
c e n t e r s o r s t a t io n s .
2. R e a d t o S e l f
3. L i s t e n t o R e a d i n g
4. W o r k o n W r i t i n g
5. R e a d t o S o m e o n e
6. W o r d W o r k
4. 04
Read to self
• Introduced second week of school.
• Introduce anchor chart and read it
together each time.
• Each child chooses a spot to read
with a book I have provided.
• First week- read for 2 minutes. We
work on building stamina all year
long!
• Each student has a personal book
5. 05
R e a d t o s e lf a n c h o r c h a r t a n d b o o k
boxes
6. 06
WINTER
Read to self: options
Template
LeapFrog Tag Pens and Readers get kids
excited about books! This is a great option
for very low students or students with
behavior problems.
7. 07
Read to self: options
“I ’m
t ir e d o f
my
b o o k s !”
T im e t o
d is t r a c t
o the rs !
Browsing Books (level A-B books) and
Math books (used during Math centers)
can be read during Read to Self if the
students want to read something new.
8. 08
Read to self: options
Poetry Folders have copies of all the
weekly poems.
9. 09
Listen to Reading
• Introduced third week of school as
a whole group.
• After listening, the student draws a
picture of their favorite part of the
story.
• After the students have become
used to routines in the classroom,
they can write words about their
picture.
10. 10
Listen to reading
Students can
use iPods and
headphones
to save space
in your
classroom.
Headphone splitters are
useful!
11. 11
WINTER
Listen to reading: later in the year
Template
After reading, the students write about the
story elements: plot, characters, problem,
and resolution. Or, they can fill out a pre-
made worksheet.
12. 12
Work on writing
•Formally introduced fourth week of
school.
•Model writing e v e r y d a y . They need
to see you write!
•Each student has a spiral and a writing
folder.
•The writing folder contains a decoding
chart and a phonics “chunk” chart.
•Work on Writing center also has a basket
of various writing activities to give the
students plenty of options. I f there is plenty
13. 13
Work on writing: choices
•Write in
spirals
•Write on
page
protectors
with sight
words inside
•Letter
tracing
•Practice
writing sight
words on
14. 14
Work on writing: Word Wall
Every classroom needs a Word Wall as
a visual reminder of words the students
have learned. Mine is made out of
index cards and paper. Easy!
15. 15
Work on writing: helpers
Word cards help reinforce correct
spelling.
16. 16
WINTER
Work on writing: writing folder contents
Template
Phonics “chunk” Chart from
HeidiSongs.com.
Decoding Chart from No More
Letter of the Week by Pat
Lusche.
17. 17
Read to a friend
•Introduced fifth week of school.
•Use students to model E E K K - elbow to
elbow, knee to knee- reading position.
Explicitly teach how to take turns reading
the pages, choosing a book, and turning
the pages.
•Students read with someone in their
leveled group from their book boxes.
“E lbow to elbow, knee to knee, I ’ll
read to you and you read to me.”
19. 19
Word Work
•Introduced sixth week of school.
•Includes activities related to sight
words, CVC words, word families, etc.
•All activities can be done without the
teacher’s help, however, new activities
can be explained to the class prior to
adding them.
•Activities are changed as needed.
20. 20
Word Work: sample activities
Students use the Students stamp and fill
magnifying glass to find in the missing letter.
and write CVC words. This is also a favorite
This is one of their because they love
favorites! stamps!
21. 21
WINTER
Word work: sample activities
Template
These are all from
lakeshorelearning.c
om.
22. 22
Teacher Time
•I use Teacher Time for guided reading
most of the time.
•I sometimes use this time for assessing
for report cards, data folders, and TPRI
progress monitoring.
•The way my schedule is set up allows
me to meet with two groups per day (6-8
students total).
•The Daily Five’s emphasis on
I N D E P E N D E N C E allows me to
24. 24
The daily five in my ELAR block
9:30 Reading demonstration
9:40 F i r s t D a i l y F i v e r o t a t i o n
10:00 Phonics lesson
10:15 Phonics movement songs by
HeidiSongs
10:20 Writing demonstration
10:25 S e c o n d D a i l y F i v e
r o t a t io n
10:45 Words and paper reader of the week
10:55-12:05 Lunch/Recess/Restroom
12:05 Phonic chunks of the week lesson and
cards
