1. The Daily Five Developed by: Joan Moser & Gail Boushey
Presented by: Mary Hrisoulis, Judy Little, Lynn Mair, Jenn Nelson

2. Think About It? How do you teach literacy in your classroom?
After reflecting, record your ideas on the large paper at your table.

3. 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
Routman and Allington indicate that we are teaching 80% of the time and students practice 20% of the time
….research shows we should be teaching 20% of the time and students should be practicing for 80%.
Just like sports, students have to physically practice what they’re learning in order to get better!
Research from Regie Routman and Richard Allington

4. WHY the Daily 5? to organize what we’re already doing
to make time for conferring
to provide a focus for a common structure/language
to provide a flexible management system
to provide students with the TIME needed to learn
to encourage independence, stamina and responsibility for their learning
to meet our NCA Goals

5. WHY Today? provide awareness of Daily 5 share resources
form an Action Research Team for those interested
meet 3 – 4x this year during the school day
implement, collaborate and learn more
materials and website access are provided

6. Literacy Block
Development Over Time
Basal Centers Workshop Daily Five

7. The Daily 5 is ... 5 flexible and adaptable TASKS
SYSTEM for teaching all students independence
Consistent STRUCTURE

8. Video: Introduction to Daily 5
Fostering Independent Literacy Learning in Grades K-6

9. Dialogue
What did you notice?

10. Foundation of Daily 5 Trust Choice Community Sense of Urgency Stamina
Independence
Routine
Trusting children is the underpinning of what makes the Daily Five work. When trust is combined with explicit instruction, our students acquire the skills necessary to become independent learners. The Daily Five works because we gradually build behaviors that can be sustained over time so children can easily be trusted to manage on their own.
Although giving children the power to choose makes us a little nervous, it puts them in charge of their own learning, is self motivating and will improve their skills. Purpose + Choice = Motivation.
A sense of community provides members with ownership to hold others accountable for behaviors of effort, learning, order, and kindness. During Daily Five the class becomes a community that works together to encourage and support each other.

11. 5 TASKS of Daily Five I =Independence
Read to Self
Work on Writing
Read to Someone
Listen to Reading
Word Work

12. Graffiti Walk
Add (with your own personal style) the activities you already do in your classroom to encourage students to:
Read to Self
Work on Writing
Read to Someone
Listen to Reading
Word Work

13. Video: Creating I-Chart
SYSTEM for teaching
I =Independence

14. Dialogue
What did you notice?

15. I-Charts Systematic Instruction Helps establish independence
10 Steps in packet
Set of I-Charts in packet 14

16. Daily 5 STRUCTURE I =Independence
The Daily Five is not content, it is a structure. Teaching content still comes from your curriculum and what you’re current instructional practices.
Ex: Read to Self = students’ structured time to read and teacher confers/works with students
Work on Writing = students’ structured time to write and teacher confers/works with students (BAW) 15

17. * in packet

18. Why is it called the Daily 5 if there isn’t time for all 5?
It is called The Daily Five because there are five literacy components for children to choose from when they go off to work.
It is NOT called The Daily Five because they have to do all 5 each day
Upper Elementary - Daily 3

19. What sets The Daily Five apart? I =Independence
For Teachers….
Deliver 2-3 whole group lessons each day
Teach 2-3 small groups of children each day
Provides time to confer with individual students each day
Holds all students accountable

20. What sets The Daily Five apart? I =Independence
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 19

21. Literacy CAFE

22. * in packet

23. * in packet

24. What questions do you have?