What is A guide for parents

What is the Daily 5?  A way of structuring reading instruction so that every student is engaged in meaningful literacy tasks.  Students receive explicit whole group instruction and then are given independent practice time to read and write independently while the teacher provides focused instruction to individuals and small groups.

What is the Daily 5?  When it is up and running, students will be engaged in the following activities:  Read to Self  Work on Writing  Read to Someone  Word Work  Listen to Reading

What does it look like each day ?  Students will gather for mini-lessons followed by choice times where students choose one of the five tasks and work independently while the teacher meets with individuals and small groups.

Read to Self  Teach students the three ways to read a book:  Read the pictures  Retell a story you already know  Read the words  Combination of books kids choose themselves and books at their reading level.

Book Boxes  Each student in my room has a book box. Their book box contains "Good Fit Books" they have chosen. I let my class "Shop for Books" as they are ready for new material each morning.  This builds a sense of responsibility and provides these young readers a way to monitor their own reading abilities.

I Pick “Good Fit Books”  The students are taught from the beginning about choosing and selecting books that are just right for their reading level. They are called "Good Fit Books".  1. I pick a book  2. P urpose (What's my purpose for choosing this book? )  3. I nterest (Does this book interest me?)  4. C omprehend (Can I comprehend what I'm reading?)  5. K now (Do I know most of the words?)

Writing  We have a separate Writer’s Workshop, but during Daily 5, students have total choice on the format of their writing.  They may work on writing letters, making books, or journaling.

Read to Someone  Students love having the chance to share a book with a friend.  We practice how to help a friend who is stuck on a word and how to ask questions about the books we are reading.

Word Work  Practice spelling, vocabulary, phonemic awareness, and phonics.  Making words with BOGGLE  Cookie sheets with magnetic letters  Magnetic words  Whiteboards with colorful markers  Word sorts

Listen to Reading  Students will listen to stories from our Treasures series on CD or other books with audio cassette or CD.  Fill out a listening response post

Beginning the Daily 5  In order to teach students the independence needed for this program, the first few weeks are spent on building reading and writing stamina, learning the behaviors of Daily 5, creating a sense of urgency, and fostering a classroom community.

Building Stamina  Much like exercising our bodies, students can not be expected to independently read or write for minutes right away.  We begin with just 2 minutes a day, so everyone can be successful and work up from there.  We chart our progress, and kids are excited to see their stamina grow.

Learning Behaviors of Daily 5  Class brainstorms desirable activities for each part of Daily 5 – these are posted and referred to frequently.  Students model correct behaviors and in-correct behaviors.  Students check in each day and reflect on their learning behaviors.

Creating a Sense of Urgency  We all want to know why we have to do something, and no one wants to hear “because you have to”.  We explain the importance of each of the task and often refer to the value of practicing reading and writing.  Establishes motivation and on-task behavior.

Fostering Community  Begins with getting to know each other and valuing each person’s contributions.  Helps students hold each other accountable for behaviors, learning, effort, and kindness.  We celebrate each individual’s accomplishments.

Benefits of Daily 5  Children cannot become better readers and develop a love for reading without having time to actually read and write.  Providing choice is highly motivational and puts kids in charge of their learning.  Students have lots of individualized time with the teacher and help develop their own goals to work on independently.  Provides structure, short intervals of repeated practice, and time to explore – exactly what children this age need!