1. -a literacy learning structure for elementary students
The Daily Five
-a literacy
learning structure
for
elementary students

2. The Two Sisters
Gail Boushey
and
Joan Moser

3. The Daily Five Components
Read to Self
Work on Writing
Read to Someone
Word Work
Listen to Reading

4. Foundation of the Daily 5
Trust
Choice
Community
Sense of Urgency
Stamina
Stay Out of the Way

5. Launching the Daily 5 Establish a gathering place
Set up book boxes (I PICK books)
Anchor charts
Short intervals of repeated practice
Ten Steps to Improve
Signals and Check-In
Correct/Incorrect Model

6. Establish a Gathering Place
Open space large enough for whole class
Limits distractions and behavior issues
Signals a shift in activity and thinking

7. Book Boxes with Good Fit Books
Book box, bag, stash
3-8 pictures books, magazines, newspapers, chapter books

8. Good Fit Books
“Higher levels of oral reading error rate were linked to significant increases in off-task behavior.”
-Gambrell, Wilson and Gantt
(1981)

9. I Pick I choose a book Purpose – Why do I want to read it?
Interest – Does it interest me?
Comprehend – Am I understanding what I am reading?
Know – I know most of the words

10. Anchor Charts Large charts created by students and teacher
Make thinking permanent and visible

11. Short Intervals of Repeated Practice
Begin with 3 minutes
Stop as soon as a child goes off-task
Add 1 minute to each practice session
(based on Ten Steps to Improve Muscle Memory)

12. Signals Use an unobtrusive signal (chimes)
Create an I-chart and practice the signal
Incorporate the signal in daily use

13. Check-In Teaches self reflection Reinforces expectations
Thumbs-up/thumbs-to the side (right in front of the heart)
No thumbs down

14. Correct/Incorrect Models
MODEL, MODEL, MODEL
Student models the correct behavior of lesson
“Behavior” student models incorrect/correct behavior of lesson
Demonstrate that all the children are able to do the Daily 5

15. Modeling Quote
“Whenever an activity fails, it is because I haven’t done enough modeling. Modeling gives students words and examples to frame their thinking.”
-Chris Tovani

16. Read to Self
Urgency:
Helps us become better readers
It is fun

17. Read to Self “I” Chart Students Teacher Work with students
Read the whole time
Stay in one spot
Read quietly
Work on stamina
Get started right away
Work with students

18. Work on Writing Urgency: Helps us become better writers
Helps us become a better reader
It is fun
Improves fluency

19. Work on Writing “I” Chart
Students
Teacher
Write the whole time
Stay in one spot
Work quietly
Get started right away
Work with students

20. Read to Someone Urgency: Helps us become better readers
Best way to practice fluency
It is fun

21. Read to Someone “I” Chart
Students
Teacher
Read the whole time
Stay in one spot
Work quietly
Sit EEKK
Get started right away
Work with students

22. Word Work Urgency: Helps us become better readers, writers, spellers
We care about our writing and the people who will read it
It is fun

23. Word Work “I” Chart Students Teacher Work with students
One person takes out materials of his/her choice and sets up in a quiet location
Stay in one spot until time to return materials
Work the whole time
Try your best
Work on stamina
Work quietly
Get started quickly
Work with students

24. Listen to Reading Urgency: Helps us become better readers
Helps us learn and understand new words and stories
It is fun

25. Listen to Reading “I” Chart
Students
Teacher
Get out materials
Listen the whole time
May listen to another story if time
Follow along with pictures and/or words
Stay in one spot
Listen quietly
Get started quickly
Put materials away neatly
Work with students

26. The Café Book

27. Web Links Daily 5 Website www.the2sisters.com Café in the Classroom
Beth Newingham