1. The Daily 5 Written by: Gail Boushey and Joan Moser “The Sisters”
Presented to Johnson City Schools K-2nd Grade Teachers

2. The typical teacher has children doing a lot of “stuff”
The typical teacher has children doing a lot of “stuff”. How is what I am having children do creating readers and writers?
- Regie Routman

3. Literacy Evolvement Basal Centers Workshop Daily 5 Teacher driven
Less time spent reading
“Busy work”
Artificial reading & writing
Student driven
Majority of time spent reading & writing
Meaningful, authentic reading & writing
Basal Centers Workshop Daily 5

4. It’s not enough to be busy, so are the ants
It’s not enough to be busy, so are the ants. The question is: What are we busy about?
- Henry David Thoreau

5. Daily 5 is…. Tasks - 5 System – teaching independence
Structure – providing consistency
The Daily 5 does not hold content. It is a structure. Your content comes from your curriculum standards.

6. Check all that apply! Would you like to successfully…
Differentiate reading instruction in your classroom?
Teach children in small groups?
Read with students individually?
Do all of this while the rest of your class is fully engaged in independent reading and writing activities?

7. Daily 5 – what ? Literacy structure
allows differentiation
provides consistency
Integrates literacy instruction and classroom management
Allows for integration of reading & writing instruction
Five independent literacy tasks completed daily by students – self-monitored

8. What’s different about the Daily 5 from what I am already doing?
Teachers . .
Deliver more whole group mini- lessons
Skillfully teach guided reading groups
Conference individually with readers
Hold students accountable for spending time in text
Utilize data to guide literacy instruction
Students . . .
Engaged with reading and writing on a daily basis for a maximum amount of time
Receive explicit instruction in whole & small groups and on an individual basis
Build and maintain independence in completing literacy activities
Self-monitor own behaviors

9. Remember 40 – 30 - 20 -10? Everyday children should spend…
40% time reading (not visiting; TIME IN TEXT)
30% time writing
20% time in word work
10% time in listening to text
Children should spend a minimum of 90 minutes per day reading in school. Instruction is in addition to those 90 minutes.
- Richard Allington

10. What does Daily 5 look like?
Brief, daily instruction between rounds
Five rounds of literacy tasks
Read to Self
Work on Writing
Read to Someone
Working with Words
Listen to Reading

11. Foundation for Daily 5
Trust + Explicit instruction = independent learners (accountability)
Providing choice
Nurturing environment
Creating a sense of urgency
Building routines until behaviors become habits and “default” behaviors
Building stamina
Stay out of the students’ way until routines are established

12. 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.
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.)

13. 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?”

14. Steps to Teaching and Learning Independence
7. Everyone practice and build stamina (start with 3 minutes)
Don’t set timer, look for body clues.
Use stamina graph.
8. Teacher Stays Out of the Way
Use “the magical power of a teacher’s eye”
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.

15. Daily 5 Management System
Students can choose order of Daily Five tasks
Purpose + Choice = Motivation
Students can have a work board (order of tasks assigned)
Each student needs folder for completed Daily Five work
Each student needs a book box to store “just right” books for Daily Five reading tasks (Read to Self; Read to Someone)

16. What do you teach in the first few days?
Establish a whole group meeting place
Model “Three Ways to Read a Book”
Determine “good fit” books - “I PICK”
(book boxes)
Anchor charts
Stamina
Short, repeated, consistent intervals of independent practice
Model correct/incorrect behaviors
Launch one Daily a week; add new Daily to one(s) they did last week

17. One Daily at a Time Read to Self Write about Reading Listen to Reading
Read with Someone
Working on Words

18. Read to Self The best way to become a better reader is to practice each day, with books you choose, at your just-right reading level. It soon becomes a habit.
“I” chart
Looks/sounds like
Tasks
Expectations

19. Three Ways to Read a Book
Read and talk about the
pictures.
Read the words.
Retell a previously read book.

20. I PICK I choose a book P urpose - why do I want to read it? I nterest
- Does it interest me?
C omprehend
- Am I understanding what I am reading?
K now
- I know most of the words.

21. Work on Writing “ I “ chart Looks/sounds like Tasks
Just like reading, the best way to become a better writer is to practice
writing each day.
“ I “ chart
Looks/sounds like
Tasks
- Graphic Organizers
- Reading Response Journals
Expectations

22. Write about Reading Cognitive Approach
Launching – Day 1
Urgency of purpose
“I” chart - expectations
Looks/sounds like
Launching – Day 2
Tasks (previously introduced in whole/small group)
Model correct/incorrect behaviors

23. Write About Reading Launching – Day 3 Launching – Day 4 +
Review “I” chart
Practice, chart time
Launching – Day 4 +
Continue to reinforce behaviors & build stamina
Teach focus lessons to incorporate strategies according to your grade curriculum

24. Write About Reading Focus lessons Behaviors/expectations
Use of materials
Stamina
Tasks
- Reading response journal
- Graphic organizers

25. Write About Reading Writer’s Workshop Approach
Launching – Day 1
Urgency of purpose
“I” chart - expectations
Looks/sounds like
Launching – Day 2
Introduce Unit of Study – focus lesson
Model correct/incorrect behaviors

26. Work on Writing Launching – Day 3 Launching – Day 4 + Review “I” chart
Practice, chart time
Launching – Day 4 +
Continue to reinforce behaviors & build stamina
Teach focus lessons to incorporate Unit of Study according to your grade curriculum

27. Work on Writing Focus lessons Behaviors/expectations Use of materials
Stamina
Unit of Study focus lessons

28. Listening to Reading When we hear examples of good reading and fluent reading, we learn more words, expand our vocabulary and become better readers.
“I” chart
Looks/sounds like
Tasks
Expectations

29. Read with Someone Reading to someone allows you time to practice strategies, work on fluency and expression, check for understanding, and hear your own voice.
“I” chart
Looks/sounds like
Tasks
Expectations

30. Working with Words Correct spelling speeds up the reading and writing process, thus improving writing the ability to get things down on paper.
“I” chart
Looks/sounds like
Tasks
Sorts
Bingo
Concentration
Spell Check
Speed Sort with sand timer
Expectations

31. After implementation, ask yourself. . .
Did I allow enough time for practice and building stamina?
Did I model correct/incorrect behaviors?
Am I allowing choice?
Am I staying out of the way and allowing children to build independence?
Have I reviewed “I” charts and Looks/Sounds like charts?
Who can I go to or collaborate with for support?

32. How does assessment fit into the Daily 5?
Guided reading Individual
groups conferencing
Explicit instruction
Differentiated Instruction
Ancedotal Records
Running Records
Individual Reading Inventories

33. What now? What do I need to do before school starts?
What do I need to do the first week(s) of school?
What should my literacy block schedule look like?
How do I sustain the Daily 5 throughout the year?