Presentation: The Daily 5
Much of the information in this presentation comes from Gail Boushey & Joan
Moser’s (sisters) book, The daily 5. The Daily Five is a series of five literacy
tasks that primary and intermediate students complete daily while the
teacher works with small fluid groups or confers with individuals. The sisters
developed The Daily 5 out of a desire to change the atmosphere in their
classrooms from micro-managing students, to creating routines and
procedures that fostered independent literacy behaviors that were ingrained
to the point of being habits.
The Daily Five structure does not dictate the best method to use in teaching
reading writing, spelling, or vocabulary work, but instead creates a rich
literate environment that provides essential and often-skipped practice time.
I know the Daily 5 method works because I sub in rooms that use it, and I have
watched other veteran teachers use the structure. I have seen how it fosters
independence, and I have witnessed a roomful of happily engaged kids who
actually enjoy reading and writing. Imagine that. I am an advocate and a
courier, but the sisters are the experts.
I have attended the sisters’ workshops, and have practically memorized their
Daily 5 book. I visit their Website at www.the2sisters.com frequently (it’s
chock full of questions and answers and other helpful information), and I
subscribe to their free weekly email updates. Yes, I know a lot about the Daily
5, but I am still just a messenger.
If you decide to jump into the Daily 5 pool (and I hope you will), I urge you to
visit the sisters Website regularly, subscribe to their weekly updates, and buy
your own copy of The Daily 5. It can be purchased at www.Stenhouse.com, at
any major bookstore, or at amazon.com and barnesandnoble.com.
My presentation and this handout provide an overview of the Daily 5
management system. I hope it motivates you to visit the sisters’ Website, to
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read their book, and to observe a Daily Five teacher in action. And if you do,
you too will become a Daily Five advocate. I promise.
Philosophy:
The Daily 5 is a structure that trains students to work independently as they
discover the joys and develop the habits of daily reading and writing – without
worksheets or centers, and sometimes (hang onto your hat) without a basal
reader.
It’s important for teachers to train students to make their own choices as to
what to read and write and when to do it, but the teacher should not feel she
has to organize her literacy program in the exact same manner as the sisters
do – or as they did in 2006 when their book first came out.
At an IRA conference workshop in Hershey, PA in October 2010, Gail said the
biggest problem with writing a “How to…” book is that the techniques and
methods continue to be a work in progress long after the book goes to print.
Joan said both sisters do minor tweaking every year (often dictated by the
makeup of the class), and she expects that process will continue for as long as
they teach.
The sisters’ Daily 5 book does not present their entire literacy curriculum. Its
focus is on helping students develop independent literacy habits so that the
teacher is free to work with small groups or have individual conferences. Once
the Daily Five has become a habit for students, teachers use instructional time
to present daily focus lessons on phonics, comprehension strategies, and
writer’s craft to the entire class. Their CAFÉ (Comprehension; Accuracy;
Fluency; Expand Vocabulary) book tells – in easy to understand language how to integrate assessment into the daily reading program.
And finally…The Daily 5 is an excellent framework for developing
independent readers and writers, but you should not feel that you must do
everything exactly as the sisters suggest or in the timeline they recommend in
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order to be successful. Use their knowledge and experiences and
recommendations as a guide – not as a bible.
Display Chart # 1
Vocabulary:
Some of the sisters’ terminology may be foreign to you (as it was to me), so
let’s do a little vocabulary building before we proceed.
Building Stamina: Working to increase the amount of time the student stays
on task. Throughout each of the five components children are shown and
practice strategies to help them stay focused. The sisters refer to this as
“building stamina,” and they use the term with the children – over and over
and over again. It is a cornerstone of the Daily 5.
Muscle Memories: Building behavioral habits. The teacher models the
desired behavior, and then the correlating undesired behavior for whatever
task is being worked on. Students are picked to model both kinds of behavior
as well. Following a discussion about both behaviors, the entire class practices
the desirable one. Again, the sisters use the term “muscle memories”
repeatedly with their students. They are not teaching do and don’t rules; they
are forming “muscle memories.”
Anchor Chart: Anchor or I-Charts (“I” for Independence) are big (24” X 36”)
and colorful. Each chart is made according to what the children dictate – with
subliminal direction from the teacher. Under no circumstances should it be a
perfectly crafted “teacher made ahead of time” chart. As each component of
the Daily Five is introduced, the class comes together to build an anchor chart
for that particular component. (More about this later.) The charts help make
thinking permanent. The teacher “guides” the thinking, a student verbalizes
the idea, and the teacher writes it on the chart. When a concept is written
down, learning becomes anchored to the chart. Charts are permanently
displayed in the room and referred to throughout the year. Some components
require more than one anchor chart.
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Urgency: The reason (as determined by the students) the component is
important enough to spend time on. “Urgency” followed by the reasons,
appears at the top of every anchor Chart.
Research Based
Each of the five components is backed up by research. See pp. 11-12 of The
Daily 5 for a detailed list of the studies that support each component.
Read to Yourself
“The best way to become a reader is to practice each day, with books you
choose on your just-right reading level. It soon becomes a habit.”
Read to Someone
“Reading to someone allows for more time to practice strategies, work on
fluency and expression, check for understanding, hear your own voice, and
share in the learning community.”
Work on Writing
“Just like reading, the best way to become a better writer is to practice writing
each day.”
Listen to Reading
“We hear examples of good literature and fluent reading. We learn more
words, thus expanding our vocabulary and becoming better readers.
Spelling/Word Work
“Correct spelling allows for more fluent writing, thus speeding up the ability
to write and get thinking down on paper. This is an essential foundation for
writers.”
The first weeks of school are dedicated to launching the Daily Five and
instilling literacy habits that allow for independent work with little or no
teacher supervision. The sisters say teachers’ most common mistake is
hurrying the launching process. Launching should take at least a month.
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FOUNDATIONS
Trust: When students execute the skills of independence they have been
taught, teachers are free to focus their time and energy on instruction. They
are free to pull one or more students aside, tailoring groups or conferences to
meet specific needs. The Daily Five works because the teacher trusts her
students, but it is not a blind trust. Through lessons and guided practice
(which we will get at shortly), the teacher gradually builds behaviors that can
be sustained over time so that children can be trusted to manage on their own.
Choice: The most profound difference for students in the Daily 5 structure is
the choice they have over the order in which they participate in the activities.
During the literacy block (roughly two hours) five tasks are taking place
simultaneously:
 Reading to Self
 Reading to Someone
 Listening to Reading
 Working on Writing
 Spelling/Word Work
The order students choose varies from day to day, depending on their goals,
motivation and mood. If students have some say about what they do and when
they do it, they are more motivated to complete the task. Many teachers use a
pocket chart to display each child’s daily sequence. The student’s picture
comes first. Each student chooses his own sequence for the day and displays
his choice using laminated pictorial cards. [Listening to Reading and Reading
to Someone can be combined into one when “Books for Two Readers” are
used.
* Although research shows Purpose + Choice = Motivation, some teachers are
uncomfortable giving students the freedom to choose the order in which they
do each task. If you are one of those, start with what you’re comfortable with
and go from there.
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Stay Out of The Way –Many years ago when the sisters were developing the
Daily 5 they would – in the launching stage - walk around the room and
quietly praise students for staying focused and working quietly. Big mistake.
The first day students worked without hovering reinforcement, their behavior
fell apart. The sisters had unwittingly taught them to rely on reinforcement to
keep them on task. It is an anecdote worth remembering.
*Launching Charts & Lesson Plans for First Five Weeks
Sample Launching Charts for the five components are in the Daily 5 book on
pp.111-118. Mini lesson plans for the first five weeks can be found on pp.119126. Although these two aides are at the back of the book, I think it’s a good
place to start. The Launching Charts give a good overall picture of the
program, and the Lesson Plans will guide you, step by step, through the
launching stage.
LAUNCHING THE DAILY FIVE
The materials, routines, and concepts that follow are introduced to children
in the first days of school and are crucial to the success of the program. Show
Tech Support ID.
ESTABLISHING A GATHERING PLACE
 Open space large enough for whole class to gather and sit on floor
 Space includes chart rack and whiteboard for focus lessons, anchor
charts created by the class, poem and song charts, overhead projector,
and writing tools
 During the Daily Five the whole class gathers here after each work
session. This “Brain and Body Break” signals a shift in activity and
thinking, and provides much-needed body movement.
GOOD-FIT BOOKS
One of the most important things to do to become a good reader is to read
good-fit books. The sisters teach students to find a good-fit book in five ways,
using the acronym I PICK.
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I PICK
1.
2.
3.
4.
5.
I choose a book
Purpose – Why do I want to read it?
Interest – Does it interest me?
Comprehend – Do I understand what I am reading?
Know – I know most of the words
A bag of different-purpose shoes is a fun way to teach kids how to choose a
good-fit book. This first lesson on finding good-fit books is an anchor lesson
that should be reviewed frequently and referred to all year long.
Materials: A shopping bag filled with shoes of different sizes and different
purposes. Examples: high heels, baby shoes, tennis shoes, golf shoes, men’s
work boots, and so forth. Do this exercise with shoe bag.
Method: Pull out one shoe at a time and discuss its purpose. Would this work
boot be a good choice for jumping rope? No, the work boot has a different
purpose. When you choose a book you need to think about your purpose. Do
you want to learn something, or just read for fun?
During the examination of shoes move the discussion to interest. Jon, I know
you love to play football. That is an interest of yours. What kind of shoe fits
your interest? Marcie, would Jon’s football cleats be a good fit for your tap
dancing recital? Just as our shoes reflect our interests, we should pick books
that interest us.
Next pull out a way-too-big-for-you man’s boot and clomp around the room
with it on one foot. Why are you laughing? That’s right. It doesn’t fit. A book
can be that way too. If it’s too hard to read or we don’t understand the words,
it doesn’t fit.
Pick a petite girl and a tall boy and ask them to trade shoes for a few minutes
and then walk around the room. After the laughter subsides, talk about how
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one book might be a good fit for Brett but a bad fit for Enrico. If tiny Emily
wears big Micah’s shoes to gym class, Emily will not be successful because
Micah’s shoes don’t fit right. And if Emily picks a book that is too hard for her
it won’t be a good fit and she won’t be successful - not to mention that reading
is no fun when we don’t know the words or understand the meaning.
More Materials: You may need to borrow some material from the public
library in order to model the last two components (Comprehension and Know
the Words) of I PICK. For this lesson you’ll need a picture book, a good-fit
chapter book, a finance magazine where the student can read the words but
can’t explain the meaning (because he lacks comprehension), and a medical or
scientific journal that has words the student doesn’t know. Do this exercise
with bag of books.
Method: As students model, examine the above books (one at a time) and
using the I-PICK chart as a reference, determine whether or not each book
would be a good fit for the student doing the modeling.
Follow-up: After completing the above I-PICK lessons, spend time helping the
kids find books using the new strategy. Make an I-PICK chart for the school
librarian and ask her to please use it to help children select a book. This
strategy requires a lot of practice and frequent review, but the end result is a
HUGE improvement over the traditional “book shopping” that kids often do
when they are trying to avoid reading. You may want to send a newsletter
home to the parents explaining this method, and encourage them to do the
same.
When kids learn to select good-fit books they quit wandering around
aimlessly, pretending to look for a book. We know that the best way to grow
as a reader is to spend lots of time reading, and the majority of that time needs
to be with a good-fit book.
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Book Hooks
Many children possess the skill to choose Good Fit Books but they aren't
hooked on books enough to have the desire to pick them successfully on their
own. Here are a few ideas to use as “bait.”
 Each week set aside a time for student and teacher 'book talks' where
they share a favorite book they are either currently reading or just
finished. Place those books in a specific location with a sticky note on
the front indicating who recommended the book. Invite other teachers,
parents, community members to do the same.
 Work with the school librarian, public librarian and local bookstore in
the area to have students write up recommendations, just a line or two
why they love the book, and attach to the front of books. Kids want to
read the books others have recommended, and are thrilled to
recommend as well! [A recommendation sheet displayed near checkout
area would work just as well – or better.]
 Help students 'get started' on a series, genre or author. Sometimes the
first 20 or so pages can make or break a book for a student.

Hang a blank sheet of butcher paper on the door titled, "Books You've
Gotta Read!" Anyone can stop and place their name, and title of the book
there. We even had other students place their room number by their
recommendation so kids in my class could come find them to borrow
the book.
There is something contagious about passionate readers...so once we get the
conversations going and create a climate where book commercials are a part
of our everyday life, the passion in others will undoubtedly be ignited.
BOOK BOXES
For children to read independently they need a variety of books at their
disposal. Each child should have his own book “box” (magazine box, zippered
plastic bag, a tub, or bag that hangs on the back of a chair) filled with three to
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eight good-fit books. Having a variety of good-fit books for all children is a
vital piece to creating independence with children in the classroom.
To begin teaching the independent behaviors of the Daily 5, each child should
have a book box with 3-8 books. Therefore, you’ll need to spend a few minutes
(ya, right) before the first day of school filling each child’s “box.” The kids will
use these books beginning with Day One, but should make their own
selections after the good-fit lessons. Hubbard’s Cupboard
[www.hubbardscupboard.org] has a LOT of great free printable books for
emergent readers. This is a great way for K-2 teachers to fill book boxes at the
beginning of the year or when you’re still building your collection of early
readers.
Books can be acquired in a variety of ways: Borrowing from school and public
libraries; purchasing with Book Order bonus points; begging from parents;
scrounging through thrift shops and garage sales; and “buttering up” the
Friends of the Library before their annual (or semi-annual) book sale. Never
be too proud to beg for a children’s book!
SHORT INTERVALS OF REPEATED PRACTICE
The brain receives input through three memory systems: visual, auditory, and
kinesthetic. When information is stored in more than one of these systems, the
memory is improved. Memory stored in the kinesthetic system remains the
longest. To activate the kinesthetic system, kinesthetic learning experiences
are provided so that children hear and feel what they are doing. This
movement is stored in muscle memory.
1.
2.
3.
4.
5.
6.
Ten Steps to Improve Muscle Memory
Identify what is to be taught
Set a purpose and a sense of urgency
Brainstorm behaviors desired using an I-chart
Model most desirable behaviors
Incorrect model: least-desirable behaviors; then most desirable behaviors
Everyone practices building stamina (3 minutes)
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7. Teacher stays out of the way
8. Quiet signal – Come back to the group
9. Group check-in – “How did you do?”
10.
Repeat 1 through 9
The introduction of a Daily Five component ALWAYS includes a 3-minute
independent practice period, which is repeated often throughout the
launching phase. It’s important that if a child, even one, goes off task during
the practice time, the signal should be given to stop and all students gather
together to see how it went. We don’t want kids to continue off-task behavior
because that is training their muscle memories incorrectly. When all children
are successful with three minutes, add to the practice sessions in increments
of one minute.
SIGNALS AND CHECK-IN
Because children come to the gathering space and check in between each of
the five literacy tasks, it’s important to have an auditory signal that means,
“put away the materials you are working with and come to the gathering
space.” Show and use bell throughout presentation. The sisters use some
chimes as their signal. In one of the rooms where I sub the teacher plays soft
instrumental music throughout the entire literacy block, but STOPS the music
when it’s time to gather. Both methods work well. This task is explained,
demonstrated and practiced on the very first day of the year.
Once the students have practiced “gathering,” it’s time to build an anchor
chart. Because this is the first anchor chart, I’ll describe it exactly as the sisters
do. I’ll cover subsequent charts – and there are many –with far fewer details,
but the whole enchilada is in The Daily Five book.
First Anchor Chart
“Let’s make an anchor chart together and write down our ideas about what
you think it might look like and sound like in our classroom when we ring
these chimes.”
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Each time a child volunteers an idea, write it along with the child’s name on
the chart.
Haley: “When you ring the chimes we would look at you.”
Zoe: “We should be quiet so we can hear you.”
Matthew: “Yeah, ‘cause my mom always says if I’m talking I can’t hear very much.”
Allie: “I think it would sound kinda quiet in here when you ring the chimes.”
“What do you think our classroom would look like?”
Diana: “In my class last year my teacher would say, ‘Stop, look and listen.’ So I think that’s
what our class would look like.”
Read back over the chart. “Boys and girls, let’s practice your ideas.” At this
point have the children get up, move around, and chat among themselves,
creating a very noisy classroom. Ring the chimes (or whatever you have
chosen as a signal), and the children exhibit – hopefully – the behaviors on the
chart. After you have everyone’s attention, go over the chart to see how they
all did and check in (explained below), then go back to simulating a noisy
room and practice the procedure again. At the beginning of the year this feels
like a game. Keep it upbeat, fun, and positive, practicing four to five times in a
row and at varied times throughout the rest of the school day and the days
that follow. Each time you practice, stop and look over their chart, checking in
to see if the all were successful with the behaviors. Add new behaviors as the
children see fit. Some teachers, in a hurry to get on with the program,
have only one or two “come to the gathering space” practice sessions.
Bad move. Repeated practices throughout the first week pay big dividends
for the remaining thirty-five weeks.
CHECK-IN
The sisters teach children to be more self-reflective through check-in. The use
of check-in, together with student-generated I-charts, helps kids become more
aware of the expectations of the classroom culture and how successful (or
unsuccessful) they were.
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The children put a thumbs-up, right in front of their hearts, as a signal they
know in their hearts that they were independent and successful with the
behavior being practiced. They put their thumb sideways (in front of their
hearts) if they think they were somewhat successful but could do better. Do
NOT have children put their thumbs down because some children thrive on
negative attention. You want to send the message that we are all works in
progress. A sideways thumb doesn’t mean we failed; it signals our intention to
do better.
CORRECT MODEL/INCORRECT MODEL
Every teacher is familiar with the modeling concept, but many of us don’t give
it the time it deserves. In the case of the Daily 5, we MUST not shortchange the
amount of modeling we do or the amount of time we spend doing it.
When a behavioral skill is introduced (such as reading quietly, staying in one
spot, finishing a book and beginning another, etc.) discuss with the class the
attributes of the skill being learned. Following the discussion a student is
chosen to model those attributes correctly. As the student demonstrates, the
teacher quietly points out to the class all of the correct behaviors they are
witnessing. But wait – there’s more. We also choose a student to model
incorrect behaviors.
Because the behavior of some of our most challenging students is really a call
for attention, we “play to their strengths.” Pick one of your attention seeking
challenging students to model incorrectly the behavioral skill you are
practicing. This gives him (or her) an audience right up front where we are
able to shape his or her behaviors. The class finds this incorrect modeling
entertaining, but the next part is where the deep learning occurs. After the
challenging student has demonstrated everything we shouldn’t do (and the
class has had a lot of laughs), ask that same student to now model the skill
using the appropriate behaviors. Following the positive modeling, lead a class
discussion about the difference in behaviors and if or how using the
appropriate ones will help us become better readers.
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This correct model/incorrect model interaction is powerful. It helps kids
realize they are able to do the Daily 5 with appropriate behaviors, and gives
them a clear picture as to what they are to do as well as what they should not
be doing.
The beginning of the year is all about establishing routines, defining
expectations, practicing behaviors, and building stamina with children within
the Daily 5 framework. It takes lots of discipline on the children’s part as well
as the teacher’s. Move slowly as you teach these skills (a month and a half - to
mid-October - is optimal), so that you can fly later. Moving slowly during the
launching phase seems to be teachers’ most difficult adjustment, but the
sisters say it’s the determining factor between success and failure. And I think
the sisters know what they’re doing!
Read to Self
When an independent reading component is added, test scores go up. -Regie Routman
Having children read to themselves is the first step in Daily Five and is the
foundation for creating independent readers and writers. The key to
successful implementation of Read to Self and Daily Five is to start with small
steps and build as you go. Work with students to describe a new skill or
behavior, model it, practice it, talk about the skill again, and repeat the
practice and discussion until the behavior becomes a habit.
The sisters say this: “We have introduced hundreds of teachers to the Daily
Five since 1996, and the overwhelming majority has experienced success with
it in their own classrooms. In the few cases where the program has failed, it
has invariably been because there was little modeling of the new skills and a
lack of repeated practice. The tone for the entire year is established during
the early weeks of school. When we take our time during this critically
important period, moving slowly and thoughtfully to build a solid
foundation, it pays off all year long.”
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LAUNCHING READ TO SELF
Start the first day of Read to Self by gathering the class on the floor in your
designated space. The children’s book boxes have been filled and put into
place. The first lesson is, “Three Ways to Read a Book.”
THREE WAYS TO READ A BOOK Chart #2
 Read and talk about the pictures - Share David Wiesner’s book, Tuesday.
 Read the words
 Retell a previously read book
“Three Ways to Read a Book” is taught in two sessions. On the first day ask the
class if they can think of two ways to read a book. Of course they will come up
with “read the words,” but it may take some prompting for “read the pictures.”
When you get the picture response, pounce on it – stressing the point that a
lot of meaning is often in the pictures. (This concept may not have been
pointed out and will therefore be unfamiliar even to older children.)
“Today we are going to read a book two ways. First we’ll read a book using
just the pictures. Pay close attention so that you can turn and tell an elbow
buddy what you saw and heard when I’m through.”
Using an emergent-level book with few words, model reading the pictures by
telling the story as you go from front to back. Your words do not have to
match the text, but remember that you are “reading” the pictures in order to
learn what the story is about – not to recall minute details of each picture.
(This is an extremely important comprehension skill that deserves time,
attention, and repetition.)
After the picture reading, discuss the process with the class. “What did we do?
Yes, we looked at the pictures and thought about what was happening, and
tried to figure out what would happen next. You are so smart! Now let’s see if
you can tell what is the same, and what is different, when I read you the words
in this book.”
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The class discussion that follows should help children see that whether they
read the words, the pictures, or both together, they need to be thinking,
talking to themselves, and making meaning. Our brains are very busy when
we read. As teachers we need to remind ourselves – often - that
comprehension is not caught, it must be taught.
Day Two: Review the previous day’s lesson. “Put your thumb in the air if you
remember two ways to read a book. Turn to your elbow buddy and see if each
of you can name one way.” After a few seconds praise their memory and tell
them there is one more way to read a book – by retelling a story they have
read before. Teacher models this process, using the book from the previous
day’s lesson. This “reading” is similar to picture reading, but includes more of
the plot because the text was read earlier. Note: retelling is not re-reading, but
it is the important third leg on the independent reading stool.
LAUNCHING READ TO SELF
Day 1: Today we will start the Daily 5. We know that the most important thing
we can do to become good readers who love to read is to spend lots of time
practicing reading. We’ll start my making an I-chart, with our ideas of why it is
so important that we read to ourselves. To be effective, I-charts must be made
with the children. Therefore, except for the format, your I-chart will not look
exactly like your same-grade colleague’s. The illustration that follows is
similar to what your first I-chart may look like. I suggest you write the “rough
draft with student responses on the whiteboard, and the refined final copy to
be posted in the room on chart paper – using colorful markers.
Read to Self, Independence
Why: to become a better reader
[Teacher asks children why we read to ourselves and records responses.]
Kelsey: “Because it’s fun!”
Scott: “I can learn interesting things.”
Lynn: “It can take me places.”
Jolie: “Because I love to read.”
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[Teacher: How might it look, sound or feel if we are reading to ourselves?]
Emily: “We wouldn’t hear a lot of noise.”
Matthew: “We would see kids sitting around the room looking at books.”
[Teacher: What might the teacher be doing while students are reading?]
Haley: “I think you would be reading, too.”
Emily: “You might be working on the computer.”
Peter: “I think you would work with kids.”
Brett: “I suppose you will correct papers.”
[Record their responses as they say them, and abstain – momentarily - from
“setting the record straight.” Misconceptions are cleared up in the final step,
as well as adding pertinent ideas that the children didn’t think of.] The
finalized Read to Self I-chart will be similar to the one that follows.
Read-to-Self
Independence – Chart #3
Students
 Get started right away
 Stay in one spot
 Read quietly
 Work on stamina
 Read the whole time
Teacher
 Work with groups of students
 Listen to children read
 Help students with reading
Pick a student to get his book box, find a spot to read, and model Read-to-Self
correctly. As the student reads, go over the student tasks on the chart with the
class and discuss if the student is correctly completing each task. Next, choose
a “challenging” student to model Read-to-Self incorrectly. Again – with the
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class - compare the tasks to the student’s behaviors. Call student back to
group and ask him/her to now model Read-to-Self correctly. Compare tasks
on chart to student’s behaviors; call him back to group and PRAISE his
positive behavior modeling. If he gets off track at some point down the road
(and he will) tell him you know he CAN read-to-self successfully because you
remember when he modeled it so well.
PRACTICING READ TO SELF – THE THREE-MINUTE START
“Boys and girls please get your book box and then come back to the gathering
space. We are going to find out where to sit during Read to Self, and we will
practice for just three minutes. We are practicing for only 3 minutes because
we are working to help you build your stamina and to train your bodies and
brains to do Read to Self the appropriate way. Building your stamina each day
will help you all year long as we work toward becoming better readers who
love to read.”
Take children (carrying their book box), one at a time, and place them around
the room at least an arm’s length apart. (Because you are training their muscle
memories at this point, it is critical that they practice with correct behaviors.)
While the kids read, the teacher stays at the guided reading or assessment
spot, away from the readers. Do not approach (or reproach) any child, or even
make eye contact! When the first child loses focus (or after 3 minutes –
whichever comes first), call the group back to the gathering space. MAKE NO
REFERENCE TO THE STUDENT WHO FAILED TO MAINTAIN FOCUS FOR THE
3-MINUTE PERIOD.
CHECKING BACK IN
Direct attention to the I-Chart. Children use the thumb-up or thumb-sideways
indicator as they look at the student behaviors on the chart. “Would anyone
like to share a celebration of what went well during our first practice? Before
we practice again, are there any changes you think we need to make?” (The
class brainstorms ways to correct inappropriate behaviors; we do not name or
reprimand individual children – not even the class “pain-in-the-butt.”) “Do we
need to add anything to our chart before we practice again?”
18
THREE MORE MINUTES OF PRACTICE AND CHECK-IN
Escort each child to a different spot for this Read-to-Self practice. It is
important that kids not always sit in the same spot when we are training their
muscle memories, because doing so might anchor their good behavior to that
certain spot. Having children experience success in places throughout the
room sets them up for positive results wherever they sit as the year goes on.
After 3 minutes (or a child loses focus) call them back to the gathering space
and repeat the check-in procedure as discussed earlier. This practice and
reflection process can be used just once on the first day, or repeated as many
as three or four times – depending on your schedule and the children’s
stamina.
REVIEW THE LESSON
Review this first lesson at the end of the first day. You’ll be tempted to skip it
(in the hectic rush that accompanies every new school year), but don’t. “Why
did we practice Read to Self?” What are the important things we need to
remember when we Read to Self? Why are we practicing? That’s right. We’re
building our stamina by staying in the same spot and keeping focused on our
reading because that’s how we become good readers that love to read.
DAY TWO AND BEYOND
Day Two resembles Day One. Continue to work on building stamina and
training children’s muscle memories. Start the literacy block with a review of
“Three Ways to Read a Book.” Next…
 Focus on Read to Self. Review I-chart and practice, adding one minute to
the previous day’s time.
 Choose 1-3 students to take their book boxes (as like previous day) and
correctly model Read to Self.
 Choose child who is having difficulty staying focused to model Read to
Self in the least-preferred way, and then in the preferred manner.
 As students Read to Self for four minutes, do not make physical, verbal
or eye contact. Remain at gathering spot and read your Daily 5 book.
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(Do not work at the computer, check papers or any of the 101 things
that need to be done! You’re sending a message that says this is the
literacy block and ALL will be working on tasks to help you become a
better reader and writer.)
 After the 4-minute practice, signal students to check-in. Review the Ichart from Day One. Repeat the modeling process as necessary. If
children are having difficulty with Read to Self behaviors, decide if it is
due to lack of stamina or now knowing the on-task behaviors. If it’s a
stamina problem, maintain the number of minutes and increase the
number of practice sessions each day. If, however, the problem is not
performing on-task behaviors, add to the I-chart, review “Sense of
Urgency,” and do more modeling of the appropriate behaviors.
This amount of modeling seems like overkill, but it IS necessary. Cris Tovani
says, “Whenever an activity fails, it is because I haven’t done enough modeling.
Modeling gives students words and examples to frame their thinking.”
Throughout the first month of school the sisters add 1-2 minutes each day to
Read to Self. Their goal is to get primary students up to 30 minutes and
intermediate students to 45 minutes. During this phase the begin teaching the
independent behaviors of Read to Someone and Listen to Reading.
READ TO SOMEONE AND LISTEN TO READING
We need a definite purpose, a specific reason for listening, otherwise we don’t pay attention
and don’t really hear or understand.
_Robert Montgomery
Read to Someone helps children learn to collaborate and be flexible with
peers. Listen to Reading is the Daily Five component that enables students to
listen to stories on tape, CDs, or via the computer. I will explain these two
components as they were presented in 2006 when the sisters’ book was
released, but I want to add a caveat. These two components are a work in
progress, and in fact are not even used by a lot of Daily 5 teachers. The last time
I heard the sisters speak, in the fall of 2010, they said (without elaborating)
that they too were moving closer to a Daily Three.
20
READ TO SOMEONE
Reading with someone helps readers become less reliant on the teacher for
assistance. Kids love this component because they have a peer to read and
discuss books with, and to share thinking and learning. It also increases…
 The volume of reading
 The level of attention to reading
 Reading motivation
 Fluency
 Reading rate
 Word attack skills
 The love of reading
Read-to-Someone Definitions
EEKK –Elbow to Elbow; Knee to Knee
During Read to Someone, students sit right next to each other, almost close
enough to touch elbows and knees. This close proximity allows for children to
read quietly and still be heard by their partners but not loud enough for the
rest of the class to hear. This sitting arrangement allows partners to look on
and read the same book if they choose.
I Read, You Read
One student reads a page or a paragraph, then the partner reads the next page
or paragraph. A variation on this strategy is to have one person read a
paragraph and the partner read the same paragraph. This second strategy is
especially useful when working on fluency. The more fluent readers read first.
The less fluent readers are able to hear the pace, intonation, and correct
words so they can read like their partners. When two read together, the nonreader (or listener) is the reading coach.
Choral Read
21
Partners read the same section of the book at the same time, a useful strategy
to support challenged readers if they are partnered with someone who is just
a step ahead of them in their reading.
Reading One Book
One book is shared between the partners, with both students holding a corner
of the book. Students take turns reading from the same book. When two read
together, the non-reader (or listener) is the reading coach.
Reading Different Books
Each student in the pair holds a different book. Students take turns reading
from their books while their partners listen and check for understanding. At a
designated stopping point the children who are reading, stop and listen
intently to their partners as they read a section from their books. Then they
are finished, the partners check for understanding and the reading continues.
Show tagboard checkmark that is used to “check for understanding.”
Check for Understanding
This comprehension strategy is used to help children self-monitor the
meaning of what they are reading. When reading to self, children stop at the
end of each sentence, page or paragraph and summarize what was just read
by saying, for example, “I just read that Goldilocks arrived at a house and is
sitting in all the chairs.” If children are reading to someone, one partner reads
out loud while the other holds a wooden check mark (labeled as such) and
checks for understanding. When their partner comes to the end of a sentence,
page, or paragraph, depending on the length of the book, the partner with the
check mark says, “I just heard you read…the three bears found Goldilocks and
she ran out of the house.”
Read-to-Someone I-Chart (Remember: This is only an example!)
Read to Someone
 Helps us become better readers
 Best way to practice fluency
 It is fun
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Independence – p.66
Students
 Sit EEKK
 Use a soft voice
 Read the whole time
 Stay in one spot
 Get started right away
FOCUS LESSONS for READ TO SOMEONE– p.62
Day 1
 Model and practice EEKK [elbow, elbow, knee, knee], voice level,
and Check for Understanding
1. “I just heard you read…” [who, what]
 Brainstorm I-chart
Choose 1 to 3 sets of partners to bring their book boxes to the front of
the group and model the correct and incorrect behaviors of Read to
Someone. Repeat as necessary during the next couple of days. Refrain
from the temptation to reinforce good behaviors. Good behaviors are
expected and therefore do not warrant praise.
Day 2
 Model and practice how partners read
1. Both read same paragraph – “I Read, You Read”
Explain to the children that this strategy is useful for improving
fluency. The sisters suggest you have the “most fluent reader”
read first. I’m not sure I would do it that way.
2. Partner not reading checks for understanding. Switch jobs
after each page or paragraph
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3. Each choose own book and read a page; partner checks for
understanding
4. Two different books are being read by partners
Day 3
 Brainstorm and practice “How to Choose Books”
1. Talk about it and make a deal.
2. Rock, paper, scissors
Day 4
 Brainstorm and practice where to sit in room
Teacher picks the partnerships; students choose where they will sit –
going two at a time. Build stamina by adding a minute or two to
yesterday’s time.
Day 5
 Model and practice “How to Choose A Partner.”
1. Raise your hand as a silent signal that you need a partner
2. Make eye contact with another person who has his hand raised
3. Walk to that person and say, “Do you want to be my partner?”
4. Partner says, “Sure.” (Model the correct – friendly – response
and also the incorrect – grumpy – response.)
Day 6
 Model and practice “Coaching or Time.” Coaching Chart #4
1. If a partner comes to a word they don’t know, the other
partner:
a. Counts silently to 3.
b. Asks, “Do you want coaching or time?”
1a. If coaching, they use clues to help partner
1b. If time, sit patiently and wait.
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Once a focus lesson is taught, students read to someone and build
stamina. Each day add a few more minutes – up to 30 for primary
students and to 45 with intermediate students.
LISTEN TO READING
I-Chart
Urgency:
 Helps us be better readers
 Helps us learn and understand new words and stories
 It is fun
Independence
Students
 Get out materials
 Listen to the whole story
 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
Focus Lessons for Listen to Reading – p.77
Day 1
 Brainstorm I-chart of expected behaviors
 Model and practice material setup of tape/CD recorder, book, and
using recorder
 Show “Listen to a Book” Website chart. (This resource is not included in the
sister’ book, but is my personal contribution. A resource list follows.)
 Model and practice accessing a “Listen to a Book” Website.
 Model and practice listening and following along with words and
pictures.
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Day 2
 Review I-chart
 Model and practice recorder setup and accessing computer sites,
quitting on signal, and putting materials away.
Day 3
 Review I-chart
 Model and practice listening to a short story, finishing it, and
starting a new story
 Model and practice what to do if work time is up before the story
is finished
Day 4
 Review I-chart
 Review computer Website chart
 Discuss the number of computers and recorders available and
decide on a way that allows all to participate
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LISTEN TO BOOKS AT THESE SITES
www.SLkids.org TumbleBooks
www.Speakaboos.com
www.storylineonline.net
http://www.storyplace.org/ Early Elementary Library. (PK-K)
http://www.urbanext.uiuc.edu/woods/
http://www.starfall.com/
http://pbskids.org/lions/ - See Stories Tab for Listen to Reading
http://www.kideos.com/video/goodnight-moon
http://tarheelreader.org/
http://www.storiestogrowby.com/
http://www.rif.org/readingplanet/content/read_aloud_stories.mspx
http://www.robertmunsch.com/storytime.cfm
http://www.bbc.co.uk/schools/laac/story/sbi.shtml
http://www.candlelightstories.com/soundstoryblog/SoundStoryBlog.htm
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http://www.kids-and-games.com/stories.htm
http://www.dreamtime.net.au/dreaming/storylist.htm
http://www.storyplace.org/eel/eel.asp
http://www.robertmunsch.com/storytime.cfm
http://www.memfox.net/mem-reads-aloud
WORK ON WRITING AND WORD WORK
The purpose of Work on Writing is to provide daily writing practice and
intense focused instruction. It is in addition to writer’s workshop. The main
difference between the two is that during the workshops students are
asked to produce a piece of writing based on a strategy or genre, but during
the Daily Five it is sustained writing of their choice. Examples…
 Persuasive writing (Convincing someone to do something)
 Friendly letters
 Recounting memorable experiences
 Report on topic of interest
 Poetry
 Narrative of a sporting event
Students often use Work-on-Writing time to continue work they started in
writer’s workshop.
Work on Writing (I-Chart)
Urgency:
 Helps us become better readers and writers
 We care about writing and the people who read it
 Choice
 It is fun
 Works on the fluency of writing

Independence
Students
 Write the whole time
27
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Stay in one spot
Work quietly
Choice of what to write
Get started quickly
Underline words we’re not sure how to spell and move on
Teacher
 Work with students
Focus Lessons for Work on Writing
Day 1
 Model what to do when writing words they can’t spell
 Brainstorm I-chart
Day 2
 Brainstorm and practice where to sit
 Brainstorm and practice what materials to use during writing
1. Notebook
2. Pencil or pen
3. Drawing or sketching
Day 3
 What to write about
1. Make a list of topics (vacation, pet, birthday, etc.)
2. Make a list of forms (letters, lists, narrative)
3. Post lists for student’s reference
Day 4
 One to three students (taking turns) model – correctly and
incorrectly – by getting their writer’s notebooks, moving to a quiet
place, and writing.
Once a focus lesson is taught, students work on writing – building
stamina. Add a few minutes each day until primary students are up to
30 minutes and 45 minutes for intermediate students.
28
WORD WORK
This portion of the Daily Five is used to work on spelling and vocabulary
work. Time is allotted for…
 Experimenting with words for learning and practicing spelling
patterns
 Memorizing high frequency words
 Generalizing spelling patterns
 Building knowledge of unique and interesting words
“Spending time practicing spelling helps us become not only better spellers
and writers, but also better readers.” And…it is fun!
I-Chart Word Work
Spelling and Vocabulary
Urgency
 It helps to become better readers, writers and spellers
 We care about our writing and the people who will read it
 It is fun
Materials Setup
Students
 One person gets materials of his/her choice and sets up in quiet location
 Get started quickly
 Stay in one spot until time to return materials
 Work the whole time
 Try your best
 Work on stamina
 Work quietly
Materials
 Whiteboard
 Magnetic letters – cookie sheet
 Wikki Stix
 Clay
29
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Letter stamps
Colored markers
W-I-N-G-O (Word building bingo games) –Educational Insights
Word Family Fiesta game – www.edupressinc.com
Word Building Card Game – www.trendenterprises.com
Picture Dictionary
Activities for any Spelling Unit by Teacher Created Resources: Grades1-3 and 4-6
How to Use Materials
Students
 Get started quickly
 Work the whole time
 Stay in one spot except to get and return materials
 May return one set of materials and get another set to work with
 Work quietly
 Work on stamina
 Try your best
http://www.discoveryeducation.com/freepuzzlemaker/?CFID=12684047&CFTOKEN=14078431 Puzzlemaker is a free
puzzle generation tool for teachers and students. Create and print customized
word search, criss-cross, double puzzles, cryptograms, letter tiles, hidden
messages, math puzzles, and more-using your own word lists.
Focus Lessons for Word Work
Day 1
 Introduce optional materials and their locations to students
 Brainstorm I-charts of how to set up materials and how to work with
them independently
 Model finding the materials and setup of materials
 Brainstorm chart of how to clean up
 Model cleanup
Day 2
30
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Model and practice materials setup and clean up
Brainstorm I-chart – “How to Use Materials”
Model and practice student behaviors of how to use materials
Continue building stamina of working with materials, adding one to two
minutes each day (up to 30 min. for primary and 45 for intermediate).
Optional Word Work focus lessons:
 Word sorts
 Set up notebook
 Adding words to their collection
 Add words in their word study notebooks that relate to the strategy
taught that day (compound words; words with ck, ng, nk, etc.)
 Practicing frequently misspelled basic words
 Open word sort and write words in word-study notebook
 Closed word sort and write words in word-study notebook
 List words that belong to a pattern and add to notebook
Build-a-Word Card Game
Make a set of “word cards” using these words:
Life, time, can, not, cross, walk, moon, light, any, body, back, ground, bath,
room, break, fast, day, dream, down, town, up, stairs, some, butter, fly, fire,
thing, one, else, where, base, ball, day, up, side, no, air, plane, bed, time, mean.
Set it up. Lay the cards in a pile, word down, and shuffle the deck. Each player
gets 5 cards. The rest of the pile goes in the middle.
The object of the game: Collect as many compound words as possible by
finding “pairs” of cards that go together to form a compound word. The player
with the most pairs at the end of the game, wins.
How to play. Starting with any player, each player looks at his hand and asks
another player for cards. For example, if a player had the word “any” in his
hand, he might ask, “Jason, do you have cards that go with “any?” If the other
player has any words that can be attached to “any” (for example, “body”,
“day”, “where”, or “time”) to make a compound word, he hands them over.
31
If a player gets the card(s) he asks for, it’s still his turn. He can ask for
something else, for example, “Jan, do you have any cards that go with “cross?”
But if a player asks for a card that his opponent doesn’t have, he’s told, “Go
Build!” He must pick up the top card in the middle pile. If it’s something he can
make a compound word with, using one of the cards in his hand, he shows the
pair and his turn goes on. Otherwise, his turn ends.
Play continues like this. Each time a player find a compound word match, he
shows the other players, then lays it beside him in a pile. Whoever had the
most compound word pairs in the end, wins.
Of course, there are thousands of compound words in the English language so
don’t limit yourself to this list! Brainstorm as many as you’d like and add to
the deck.
A New Twist For An Old Task – The Weekly Spelling List
IRA’s monthly newsletter (Feb. 2011), Inspire
There are some words your students need to know as they move up through
the grades and encounter increasingly complex topics and texts. Direct,
explicit instruction can work well for these. But not all of the words students
study need to come from you or your instructional materials.
Try the Vocabulary Self-Collection Strategy to motivate your students by
putting some control in their hands.
Every Monday, every student in your class should come prepared to suggest a
word for the weekly list. The words can come from just about anything—
content area texts, personal reading, television or YouTube videos, songs, or
conversations—anywhere that matters to each student. To nominate a word,
the student has to pronounce and spell it, tell the class where it came from,
and say what he thinks it means.
The whole class then votes on which words to include on the list—maybe five
words for intermediate grades, and more for upper-elementary and middle
school kids. When the list is finalized, lead a whole-class discussion to refine
definitions (and assign some dictionary work where needed). [I suggest you
go easy on the assigned dictionary work. You want this activity to be a
motivator – not a turn-off.]
32
Students should write the selected words in a vocabulary journal and,
throughout the week, the class can revisit the list to discuss the words. If your
curriculum requires weekly spelling lists of prescribed words, add a few of the
student-selected words to the weekly test. Track results: Do you think
students will do better with the prescribed words, or with their own word
choices? If you have flexibility with your spelling instruction, use the entire
list of student selections—and also ask students to dazzle you with sentences
that include their words.
SPELLING NECKLACE
Type one BOLD CAPITAL letter on a 1” square piece of tagboard, punch a hole
near the top, and laminate. (You’ll want several cards with the same vowels
and the common letters such as n, s, t, r and l. Put cards in container at Word
Work Center, along with a several strings of yarn knotted on one end and the
weekly spelling list. Students string the laminated letter blocks on the yarn to
spell a word from the list.
Book: Spelling Activities by Bette Fox
Students use this book as a resource and choose any of the many activities
that help reinforce the learning of the weekly spelling list.
A Spelling Bump! (Game)
1. Cut 30-40 small rectangular cards.
2. Write a word from the weekly spelling list on each card, as well as some
review words from previous lists. On 5-7 separate cards, write the word
“BUMP”.
3. Place all cards in the brown paper bag and shake it to shuffle. Players sit
in a circle. A guest “teacher” (student) steps inside the circle with the
bag and approached a student. That student reaches into the bag (with
eyes closed tight), pulls a card and shows it – without looking at the
word – to the “teacher.” Teacher reads the card out loud and the player
spells it. If she spells it correctly, she keeps the card. If she spells it
incorrectly, the card goes back in the bag. Pass the bag to the next player
and repeat the process.
4. Once a player has one or more cards and then pulls a BUMP card, all of
her cards (including the BUMP card) go back in the bag. If she doesn’t
33
have any cards and pulls a BUMP card, she simply puts the BUMP card
back in the bag.
5. Set a timer for 3-5 minutes. When time is up, the player with the most
cards wins!
Notes: Use variations of this game to practice math facts and vocabulary.
Material Cleanup
Students
 Everyone using materials helps put hose materials away
 Materials go back in the original tub
 Return materials to the same spot
 Leave the materials neat
 Clean quietly
 Get started on your new task quickly
When students master Work Work, they will have mastered the Daily Five.
They will know everything they need to know about where materials are in
the classroom, how we expect them to work independently and with peers,
and how to organize and monitor their time. Perhaps most importantly, this
thoughtful, sustained independent work in literacy will have become a daily
habit.
There are almost as many variations for teaching The Daily 5 as there are
teachers who use it. For example, fourth grade teacher Kay Grover of
Independence, IA (http://kgrover.indee.iowapages.org/) uses it this way.
The Daily 3: 30 minutes are allowed for each segment for a total of 90 min.
Students choose their own order. They do not meet with teacher between
segments. She tells them (no bell or chimes) when it is time to switch.
Word Work
1. Weekly Spelling List
34
2. Vocabulary Building using duplicated worksheets from Reading Key
Inc., available at www.TampaReads.com.
Read to Self
Work on Writing
1. Daily Grammar (DOL – Daily Oral Language)
2. Write a Letter
3. Free Write
http://www.readinglady.com/mosaic/tools/tools.htm#powerpoint has some
good powerpoint presentations to use with The Daily 5.
Rotations:
There are countless ways to determine rotation order. The two most common:
 Pocket chart: Student uses pictures to declare that day’s rotation order
 Spread sheet: Students’ names recorded vertically. Mon-Fri. written horizontally.
Students meet at gathering place between rotations to announce next station.
What do you send home to parents when you do Daily 5? (from the sisters’
newsletter.)
Before our classroom days included Daily 5, it was common practice to send our students home every
day or so with a worksheet to do or share with families. We can look back on our own childhoods and see
that this practice has been around awhile.
However, now that our literacy block revolves around the research-proven practices of reading and
writing, worksheets are a thing of our past. Because of how often we are asked about worksheets and
how they might be used to practice skills or communicate with parents, we know this time honored
tradition is hard to let go of.
Here is what we consider:
1) Research does not support the use of worksheets as a way to create readers and writers.
2) A worksheet rarely communicates what our students are really doing in the classroom.
3) Is there a better way to open our classrooms for parents to peek inside and see all the wonderful things
happening there?
35
The sisters, in an effort to give families an authentic look into the classroom, take an alternative approach
to communication. Each year they voluntarily sacrifice a few evenings and offer a series of parental
workshops. They use those evenings to introduce families to what may be a different looking classroom
experience and offer guidance in how they might support their child at home.
While there, families see what the school day really looks like, and students model the Daily 5 for all to
see. They share their conferring notebook, putting minds at ease that each child will be treated as an
individual whose needs will be met.
They are up front regarding our philosophy on worksheets. At the end of the evening, families understand
that a worksheet might be a simple way to demonstrate if homework is done, but actual reading is a
better use of their child's time.
So, if you don’t sending home worksheets, how can families know what is happening and how they can
help? Two things: Send home a weekly newsletter which shares the current instructional focus and how
they can support the learning at home. Secondly, distribute informational communication called Parent
Pipelines. These are singularly focused strategy explanations tailored to match the goals and strategies
students are working on. The Parent Pipelines offer explicit suggestions for how parents can support their
child as they read at home.
The bottom line: You get a lot more bang for your buck when you make changes inside the classroom to
meet the individual needs of your students, and change your home/school connection communication so
that it matches.
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