1. Fostering Literacy Independence in The Elementary Grades
The Daily Five
Fostering Literacy Independence in The Elementary Grades
Joan Moser
&
Gail Boushey

2. Are you asked to…. Differentiate your instruction?
Teach children in small groups?
Confer individually with students?

3. Daily Five Historical Overview 1970’s 1980’s 1990’s Now Purpose
We will all get
through the story
Kids must feel
good about
themselves.
through the
story with help.
Every child
deserves to be
taught on their
level at some
time during the
day
Students learn reading
strategies to access text
Resource
Basal
One Anthology
Class Sets of
Trade Books
Basal Anthology
Trade books
children could
read
“Level Books”
Book Rooms
Library Books of Choice
Differentiation
Whole group
Reading groups
Heterogeneous groups
Guided Reading
Small group – guided readers
One on one
Access Text
Round robin
You might not be able to read the text
Each student reads text they can read
Teach skills and strategies so student can read any text
Each student has text they can read independently
Daily Five

4. What sets The Daily Five Apart?
For Teachers….
Deliver 3 – 5 whole group lessons each day
Teach 3 – 4 small groups of children each day
Confer with 9 – 12 individual students each day
Hold all students accountable for eyes-on-text
For Students…
Engaged in the act of reading and writing for extended amounts of time
Receive focused instruction on building and maintaining independence
Receive tailored instruction through whole group, small group, and/or individual conferring, by their skilled classroom teacher, each day

5. Since 1946, research shows that kids need to…
Since 1946, research shows that kids need to…. * read to be better readers * write to be better writers
It use to be that we would teach 80% of the time and practice 20% of the time….
Now we know it needs to be us teaching 20% of the time and students practicing 80% of the time. It is the same as sports, you have to physically practice to get better!
Research from Regie Routman and Richard Allington

6. The Daily Five is…. Tasks System Structure 5 tasks
teaching all students independence
Structure
Providing consistency

7. Research shows that a child’s age is equal to how many minutes of direct instruction they can stick with in the upper cortex of their brain. After that time, thinking shifts to the lower cortex (which controls eating, sleeping, breathing) This is why direct instruction lessons are BRIEF!!
Research from Michael Grinder

8. The Daily Five does NOT hold content, it is a structure
The Daily Five does NOT hold content, it is a structure. Content comes from your curriculum.
Work on writing = structured time to write
Read to self = structured time to read

9. 5 Tasks of The Daily Five Read to Self Read to Someone Work on Writing
Listen to Reading
Word Work

10. 10 Steps to Teaching and Learning Independence
1. Identify what is to be taught
Today we are going to…..
2. Setting Purpose – Sense of Urgency
Tell the students why…
3. Brainstorm behaviors desired using an I chart
What does it look like, sound like, feel like?
Read the whole time.
Stay in one spot.
Read quietly.
Get started right away.
4. Model most desirable behaviors
Show what it looks like – 3 dimensional
As they do this, go over I chart and then ask: “Will ____ become a better reader if he does this?” (Self assessment is so important.)

11. 10 Steps to Teaching and Learning Independence
5. Model least desirable behaviors
Michael Grinder calls this “training your muscle memory”. As a child is modeling this, go through chart and ask children, “Will ___ become a better reader if he does this?”
Then, have the child show you he/she can do it correctly.
6. Place students around the room
Children want to be comfortable
At the beginning we place them and after awhile we show them how to choose. We ask them, “Where do you read best?”
7. Everyone practice and build stamina (3 minutes)
Don’t set timer, look for body clues.

12. 10 Steps to Teaching and Learning Independence
8. Stay Out of the Way
Use “the magical power of a teacher’s eye”
Watch for “The Barometer Child”
9. Quiet Signal – Come back to Group
When stamina is broken, use signal.
10.Group Check In – “How Did You Do?”
This is time for self reflection and sharing.