The Daily Five
Fostering Literacy Independence in Second Grade (Virtual Tour)
Stage of Literacy Development:
Stage 2: Consolidation / FluencyAges:
7-9
Grade Range:
2ndFood Groups:
Primary: Reading Fluency & Expression, Text Structures & Genres Secondary: Reading Comprehension Strategies, Vocabulary
Transcript
At our school a number of primary teacher have adopted the Daily 5 program as part of our literacy framework. We began it the very first day of school, the first component being Read to Self. Students are introduced to the components necessary to be successful during Read to Self, primarily, how to be independent, what it looks like, what it sounds like in our classroom. Students start with their own book boxes, books that are at their own appropriate reading levels, and then eventually we move into them being able to pick books for themselves based on level and interest, which is key in motivating them to spend the time during the Daily 5 block which is approximately 20 minutes, 20 to 25 minutes of stamina is necessary. We teach the students the behaviors initially following a 10-step independence program that's laid out in the Daily 5 book. The lessons begin with the students just reading appropriately in terms of what success criteria look like in our classroom from anywhere between 3 to 5 minutes, then eventually where we work up to where they're able to sit for 20 minutes and focus entirely on their reading. The key is to establish the purpose, why are we doing this, and to motivate them to become better readers, so they recognize the importance of the practice that's necessary for both reading and for writing. The next component, after that's been established and is quite independent, is Read to Someone. This is where they have an opportunity to choose a partner and read with that person, again, we follow the same framework for the 10 steps to independence. The success criteria's laid out in an I-Chart format, so it's quite clear how it looks and sounds in the classroom and what the expectations are from myself and from their peers during that time. There are a number of ways that the children are taught to do Read to Someone and eventually, the stamina is built up to another 20 minutes. Once that happens we go on to Word Work, introducing that component of the program. This is when the students have an opportunity to work with manipulatives and their own spelling words. In my room the children have differentiated spelling lists, so they work on their five words and their partner's five words throughout that time, whether it's with rubber stamps and ink or whiteboards or chalkboards or whatever the materials are that they select at that time. We also have vocabulary cards in the classroom too, and that really helps the ELL learners establish and develop their vocabulary. They key for Word Work is to make certain that the students understand why they're there, the purpose again. They're often again motivated because of the materials to go to at that center and choose that as their Daily 5 option. The Listen to Reading component of the Daily 5 program here is where students listen to books read on the computer, so that doesn't take nearly as long to introduce in terms of independence and expectations. And then lastly they also often choose Work on Writing. Now in our classroom we don't teach the writing component of the program during Daily 5 mini-lessons, we leave that for separate Writer's Workshop lessons. However, students have an opportunity during Work on Writing to continue to work on whatever genre we've been introduced, and spending time on Writer's Workshop. Now my room, we do a rotation whereby there's a mini-lesson, we do a whole group gathering in the morning, a five to ten minute mini-lesson, and then they choose their first rotation. We gather up approximately 20 to 25 minutes later. I have a second mini-lesson planed for that day that's derived from whatever was decided we would teach in the first mini-lesson, and then there's a second rotation of approximately 20 to 25 minutes, there will be some sharing time at the end of that as well. And the time when they're at the rotations you can hear a pin drop in the classroom, they are motivated because they've had the opportunity to choose what center they wanted to visit or what rotation they were going to that day. They've had an opportunity to work with a friend or a peer if they choose to, they've had an opportunity to work on manipulatives if they choose to. The framework and the clear criteria for independence have been laid out, and we don't move on to introducing a second component until they really do have that framework in place. So by the time it's up and running, probably four to six weeks into the school year, it really is a successful, independent group of students in here motivated to learn more about reading and writing. And it gives me the time to pull students aside independently or to work with strategy groups.
Related References
The Daily Five: http://www.the2sisters.com/the_daily_5.html
Activity Objective
The goal of The Daily Five: Fostering Literacy Independence in Second Grade (Virtual Tour) is to use a method developed by Gail Boushey and Joan Moser to build students' reading and writing skills, help students expand their vocabulary and promote the enjoyment of books and appreciation for the usefulness of reading and writing.
Quick Tips
Additional Comments:
- The Daily Five, an instructional framework for reading and writing. The Daily Five is a method developed by Gail Boushey and Joan Moser and provides students with a series of independent and guided literacy tasks.
Other Recipes by this Teacher
Read to Someone: A Component Of The Daily Five
K - 6th
Running Records: Assessing and Improving Students' Reading Fluency and Comprehension
K - 3rd
Estimation Station: Developing Critical Thinking Skills (Virtual Tour)
1st - 3rd
CAFÉ: Engaging Second Grade Students in Assessment and Instruction (Virtual Tour)
2nd
Reading Power: Building Comprehension Skills (Virtual Tour)
1st - 4th
