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The Daily 5: Wilson School Version
- 1. GAIL BOUSHEY & JOAN MOSER “ THE SISTERS” the daily 5 FOSTERING LITERACY INDEPENDENCE IN THE ELEMENTARY GRADES
- 13. Read to Someone Students can choose 1 of 3 ways to read to each other
- 21. Work on Writing
- 31. “ 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.”
Editor's Notes
- Even a section in Troubleshooting about older grades
- Students complete tasks while teacher is busy doing small group work or conferring with individuals
- 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
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- 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!
- I-Chart stands for Indenpendent – what the students can do independently.
- Explain what student does – Look how Timmy is sitting quietly in one spot and got started reading right away. (Teacher reviews the chart as the student models the appropriate behavior.) – Bad read-to-self: This student is chosen so that they can then model the suitable way to read-to-self. This helps the student and class know that this student understands how to act appropriately during this time
- If even one student starts to get off task, the time is stopped and the group is gathered back to the carpet area to discuss how they feel that they did during this time.