Faculty Member

Daily Five Literacy Model

The Daily 5 Program

© The 2 Sisters Boushey & Moser

       Read to Self

The best way to become a better reader is by practicing each day, with books the students choose and are a "Good Fit".

 

 

I PICK "Good Fit Books"

The students are taught from day one about choosing and selecting books that are just right for their reading level.  They are called "Good Fit Books".

1.I pick a book

2.P urpose (What's my purpose for choosing this book? )

3.I nterest (Does this book interest me?)

4.C omprehend (Can I comprehend what I'm reading?)

5.K now (Do I know most of the words?)

 

 

Three Ways to Read a Book

1.  Read the pictures

2.  Read the words

3.  Reread or retell the story

 

Book Boxes 

 

Each student in my room has a colorful, sturdy book box.  Each book box has a student's number sticker on the front so they can find their box easily and put back on the counter in order after each part of Daily 5.  Their book box contains "Good Fit Books" they have chosen. I let my class "Shop for Books" each week.  They LOVE this part and they can't wait to choose new books each week.  This builds a sense of responsibility and provides these young readers a way to monitor their own reading abilities. 

 

 

 

Read to Someone

Partner reading allows for more time to practice strategies, helping to build fluency, check for understanding, hear their own voice and time to share in this learning community.

 

Work on Writing

Just like reading, the best way to become a better writer is by practicing writing each day. In third grade we write using 6-traits writing model.

 

Word Work

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.

 

         Listen to Reading

Hearing good examples of literature and fluent reading expands your vocabulary, builds stamina and helps you become a better reader.

     

Building Stamina

Many parents are amazed to hear their child speak about building "stamina". 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 more time, eventually building their stamina to 30 - 45 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. 

 


Check for Understanding

This is a comprehension strategy that teaches children to stop frequently and check, or monitor, if they understand what they are reading. 

 

Often as readers, children are so aware of reading accurately that they forget to take time and think about what they are reading, checking 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 as beginning readers.

 This vital strategy is not only one of the first we introduce, but is also one we model frequently throughout the year. 

 

                     

What's the teacher doing during Daily 5?

Explicit modeling, practice, reflecting and refining takes place during the launching phase, preparing the foundation for a year of meaningful content and instruction tailored to meet the unique needs of each child.  After weeks and months of modeling, practicing, and building stamina for each Daily 5 part, the students become very independent and are on "automatic pilot".  They know these routines, they look forward to them each day.  In fact, they are disappointed if we don't get to all five if there is something special in our day.  This automaticity allows the teacher to work with students one on one, in Skills Groups, or in Guided Reading.  The teacher can also give reading assessments.  Then the teachers can confer with students individually to discuss how they are developing as readers and writers and discuss their goals. 

 

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