Activity Description

Preparation:

1. Prepare I-Chart
   1. Write the name of each component as a heading at the top of a piece of chart paper
   2. Below the heading write “Students” and “Teacher” in 2 separate columns
2. Prepare center
   1. For each component provide appropriate materials at a center

Implementation:

     Session 1:

1. Select and introduce a Daily Five component
   1. Read to Self
   2. Read to Someone
   3. Listening to Reading
   4. Word Work
   5. Working on Writing
2. Refer to the I-Chart
   1. Tell students that the I stands for “Independence”
   2. Invite students to brainstorm student and teacher expectations for the selected component
      • You may wish to refer to the I-Chart teacher guide
   3. Anchor the I-Chart to the wall
3. Invite up students to model the component in front of the class
   1. Encourage students to sit in circles
4. Have the students practice the selected Daily Five component
   1. Spend 4-5 days on each component building stamina
   2. Increase the time spent on the component each day
5. Repeat session 1 for each of the Daily Five components

     Session 2:

1. Select a comprehension strategy
   1. For example: Making inferences
2. Model how to use the comprehension strategy before, during or after reading
3. Invite students to refer to each I-Chart
   1. Review the student and teacher expectations for each of the Daily Five components
4. Invite students to select a Daily Five component
5. Help the students build their stamina by increasing the time spent in Daily Five each day
6. Provide students with positive feedback and next steps
   1. Invite students to share ideas

Adaptations For

English Language Learners/ESL:

- Provide picture cues that match each Daily Five component
- Review each component during a student-teacher conference

LD/Reading & Writing Difficulties:

- Provide instructions and access to a typing program or speech-to-text software program
- Scribe for student so that the students ideas are the focus
- Use step-by-step picture cues and symbols

Cultural Appropriateness & Diversity:

- Provide students with books from a variety of cultures, communities and genres

Differentiated Instruction:

- Have a variety of stories available on a computer software reading program for Listening to Reading
- Allow the students to choose a component to work on each day
- Use flexible and mixed ability groupings

Related References

Source:
Boushey, G. & Moser, J. (2006). The Daily Five: Fostering Literacy Independence in the Elementary Grades. Portland: ME, Stenhouse Publishers.

Evidence:
Wharton-McDonald, R. et al. (1997). Effective primary-grades literacy instruction = Balanced literacy instruction (National Reading Research Center). Reading Teacher, 50, 518-521.