1. The Daily Five is more than a management system or a curriculum framework. It is a structure that helps students develop the daily habits of reading, writing, and working independently that will lead to a lifetime of literacy independence. The literacy block is student driven, contains high student engagement, contains authentic, meaningful reading and writing, and the majority of the time is spent reading. The teacher is working either one-on-one or in small focused literacy groups. What interested me most about the Daily Five was the research base that guides the framework. It fit in beautifully with my current teaching philosophy and education background in literacy. The Daily Five

2. 1. Read to Self 2. Read to Someone 3. Work on Writing 4. Word Work 5. Listen to Reading The Components of the Daily Five 55 5 5 5 5 5

3. Each student has an idividual book box with books that are a "Good Fit." We learn how to pick a "Good Fit" book following the guidelines of "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. Students also learn about "Three Ways to Read a Book." We learned that we can read the pictures, read the words, and retell a familiar story. The best way to become a better reader is to read everyday! Read to Self

4. Reading to someone helps students grow as readers. Partner reading allows for more time to practice strategies, helps to build fluency, uses the strategy of check for understanding, allows children to hear their own voice and provides time to share in the learning community. Students practice different ways to read with a partner such as: 1. I Read, You Read 2. Choral Reading 3. Reading one book together 4. Read two different books Read to Someone

5. Students work individually or with a partner on a writing of their choice. They may be continuing the writing they began in writer's workshop but ultimately it is a sustained writing of their choice. Students might work on: 1. Persuasive writing such as convincing friends to read a favorite book 2. Friendly letters 3. Recounting a personal event, maybe they lost a tooth recently 4. Create reports on a topic of current interest 5. Poetry 6. Respond to a picture or drawing The important goal is that students are spending time writing about something that really matters to them to help them increase their fluency in writing. Work on Writing

6. Expanded vocabulary and correct spelling allow for more fluent reading and writing thus speeding up the ability to comprehend what is read and get thinking down on paper. Students practice spelling patterns and high frequency words using hands- on materials such as playdough, letter tiles, letter stamps, and Wiki sticks. Students also sort word cards into categories in order to make connections to spelling patterns. Word Work

7. Hearing good examples of literature and fluent reading expands students' vocabulary, builds stamina and helps them become better readers. They are provided with the opportunity to listen to fluent reading and hear new vocabulary. Listen to Reading

8. Many parents are amazed to hear their child speak about building "stamina". It's not a typical word you hear first graders say! When we begin teaching The Daily 5 parts, the first time we model, instruct, and demonstrate how to do this skill, the students start on their own for 3 minutes. Every day we add one minute, eventually building their stamina to 30 minutes. Some days we may only get to do 20-30 minutes depending on special activities, assemblies, or holiday events. The students "build stamina" for each of the Daily 5 parts. Building Stamina

9. This is a comprehension strategy that teaches children to stop frequently and check, or monitor, if they understand what they are reading. Often as beginning readers, children are so aware of reading accurately that they forget to take time and think about what they are reading and check to see if they understand the text. Advanced readers can develop the habit of reading through the text without monitoring if they were aware of checking for understanding. This vital strategy is not only one of the first we introduce, but is also one we model frequently throughout the year. When students are Reading to Someone, one partner holds a check mark. This helps them to remember their job of listening and retelling what their partner just read. Then they switch roles. The other student reads as her buddy holds the check mark and this time she "checks for understanding". Check for Understanding