The Daily 5
Presented by: Starr School
Philosophy on Which it is Based
The Daily 5 was designed to provide
students with structure and authentic
learning experiences during
This allows the teacher to focus on a
small group of students or individuals.
Research shows that this type of
instruction is most beneficial for
Brief Description Initially
The Daily 5 is a system for teaching students
to work independently.
It is a series of literacy tasks:
–Reading to self
–Reading to someone
–Listening to reading
*Each activity is done daily while the
teacher meets with small groups and
confers with individuals.
Create a sense of trust and community.
a sense of urgency. Students need to
know why it is important to read.
Talkto students about building up stamina for
the different skills. In primary grades, it is
recommended that you start with three minute
sessions for each activity.
Getting Started continued…
Establisha gathering place (carpet/
floor) near a chalkboard or whiteboard.
This should be done for every grade
level, even the older students.
up a writing center with a variety of
materials for students to utilize.
Read to Self
One idea is to use the I PICK model:
1. I look at the book
2. Purpose-Why I want to read it.
3. Interest-Does it interest me?
4. Comprehend-Am I understanding
what I am reading?
5. Know-I know all the words.
• Teach students to find “Good-Fit Books”. The
sisters say that this is a book that students
can read with 99% accuracy (independent
Read to Self Continued
Each student has his/her own “book
box” with 3-8 books in it.
Students have two options: silent read
or whisper read.
Model with students the correct, and
incorrect, way to read to self.
Students and teacher create a chart
together explaining what is expected.
Read to Someone/Listen to
EEKK: elbow to elbow, knee to knee
I read, you read
Reading one book
Reading different books
Check for understanding while reading
Listen to Reading Activities
Listen to a partner read
Books on tape/CD
Experiment with words for learning and
practicing a spelling pattern
Memorizing high-frequency words
Generalizing spelling patterns
Adding to our knowledge and curiosity of
unique and interesting words.
*Teachers can use their preferred method of
Examples of Word Work
Word Ladders Word sorts
Prefixes/suffixes Word webs
Antonyms/ Compound words
Contractions Word families
Pick-a-theme: Students list words based on a
theme, such as a field trip. Students then
organize the list of words in a specific way
(alphabetical order, # of syllables, parts of
Work on Writing
This is an opportunity for students to
spend time on writing about what is
important to them.
*reports on topics of interest
Large classroom library
Writing center materials
Books on tape/CD/computer
Chart paper for anchor charts
The majority of assessment is through
informal teacher observations.
However, you could use:
– Running records
– Writing samples
– Word work activities
– Small group activities
Read to self, read to someone, listen to
reading, word work, and writing all
contribute to increased fluency,
comprehension, and vocabulary.
At first glance, it seems too time consuming
for an already overloaded schedule and
Italso seems to be geared more for primary
Itrequires the teacher to restructure his/her
lesson planning, organization of the
classroom environment, and time
the elementary grades, The Daily 5
becomes The Daily 3: Read to Self, Read to
Someone, and Work on Writing.
Studentschoose the order in which they
complete each 30 minute component.
Work smarter, not harder!
The Daily 5: Fostering Literacy Independence
in the Elementary Grades by Gail Boushey and
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