DAILY 5 IN 4TH
GRADE
What is Daily 5
A
management process to answer the
question “What do the other students do
while I am doing reading groups?”
 Daily
5 is not your instruction…guided
reading is your instruction.
Read to Self
 Students
read.
need leveled books they can
 Students
find a quiet comfortable place in
the classroom to read independently.
 Students
continue to read in the same
place until the signal to change.
Read to Self
Read to Self
Read to Self
Read to Self
Work on Writing
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Students need a journal or portfolio to write in
or store their writing.
Students find a quiet and comfortable place
in the classroom to write independently.
Students choose a topic to write about.
If students don’t know how to spell a word
they sound the word out, underline the word
and continue without disrupting their teacher.
Students continue to write in the same place
until the signal to change.
Work on Writing
Work on Writing
Work on writing
Work on writing
Read to Someone
 Students
need leveled books they can
read.
 Students sit side by side so they can talk
quietly and see the same book.
 Students can choose to read the same
book or separate books.
 Students check for understanding by
asking each other questions about their
reading.
Read to Someone
Read to Someone
Read to Someone
Read to Someone
Word Work
 Students
need various supplies they can
use for word work.
 Students sit alone and work on
vocabulary activities independently.
 Students work from their weekly
vocabulary list
 Students check for understanding by
asking each other questions about their
reading.
Word Work
Listen to Reading
 Students
phones.
need computer with head
 Students
go to www.tumblebooks.com or
other websites where they can hear fluent
reading.
 Students
listen to stories
Listen to Reading
Listen to Reading
Move slow to go fast
I
did not pull reading groups this year until
October.
 If
you really train students the process of
daily 5 your guided reading groups will
flow very smoothly.
Training students
 Part
of training students is setting
expectations for each component by
creating an I-Chart

I in I-Chart stands for independence
 After
setting the expectations you have to
hold students accountable for the
expectations the class created.
building stamina
 The
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
three minute start
Students start each component for only
three minutes.
As students can successfully complete a
component for a set amount of time add a
few minutes each time up to 30 minutes.
The components

As students build stamina of 12-15 minutes
add another component

It is suggested the components are presented
in this order
Read to self
 Work on writing
 Read to someone
 Word work
 Listen to Reading

I-Chart Examples
I-Chart Examples
I-Chart Examples
I-Chart Examples
I-Chart Examples
The components
 Teaching
students to work independently
is very important to making daily 5 work in
your classroom!
 My
students don’t notice when they work
a little longer in a rotation or for a little less
time.
What materials do I need?
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Leveled books
A way of knowing specific reading levels for students
Chart tablets
Paper
Pencils
Crayons
Individual book storage
A comfortable environment for learning.
A signal so they know when the round is over.
A gathering place for when the round of daily 5 is
over.