The Daily 5

Fostering Literacy Independence in

the Elementary Grades

What is the Daily 5?

A structure that two teachers
designed, taught and refined over
the years. Gail Boushey and Joan
Moser (The Sisters) were united
in their passion and approach to
learning and literacy.
Daily 5 is a student driven
management structure designed
to fully engage students in
reading and writing!

Our Literacy Block

Development Over Time
Seatwork Basal Program.
Centers.
Workshop.
Daily Five !

The Evolution
During our first years of

teachingwe would mention

behaviors and expect students to
know and do them.
WITH the Daily 5we teach and
practice skills until behaviors
become habits and default
behaviors.

The Evolution...
During our first years of teachingwe

thought students should know

appropriate behaviors.
WITH the Daily 5we know each child
is different and we spend time building
community, defining and practicing
behaviors, building stamina, and
assessing the needs of the group.

The Evolution
During our first years of

teachingwe monitored
student behaviors
WITH the Daily 5 students self
monitor their behaviors.

The Evolution
During our first years of

teachingstudents had
external focus of control.
WITH the Daily 5 students
have internal focus of control.

The Evolution
During our first years of teachingthe

teacher gave candy/treats for

behaviors children were expected to
exhibit.
WITH the Daily 5 students have a sense
of urgency with their time, learning and
behavior at school and hold each other
responsible by encouraging and
supporting each other.

Fundamental
Principles
Builds Trust
Provides Choice
Nurtures Community
Creates a sense of urgency
Builds Stamina
Teacher stays out of students way once

routines are established.

How to Launch
the Daily 5
Establish a Gathering Place
Teach students how to pick Good fit books
Create Anchor charts with students fro

referencing behaviors
Short repeated intervals of independent practice
Calm signals and check in procedures
Using the correct model/incorrect model
approach for demonstrating appropriate
behaviors.

Read to Self

Three ways to read a book

Picture Walk
Read the words
Retell the story

Read to Self I-Chart

Practicing Read to SelfThree Minute
Start
Checking Back In
Three More Minutes of Practice and
Check In
Review the Lesson

Read to Someone

EEKK
Voice Level
Check for Understanding

Listen to Reading

Helps them become better readers

Helps them learn and understand
new words and stories
It is fun.

Work on Writing

Provides students with time

to spend on writing that
really matters to them
During Writers Workshop
your students are producing
writing based on a strategy
or genre being taught, but
during the Daily Five it is
sustained writing of their
choice.

Word Work/Spelling
Word study takes up a portion of our
literacy block, allowing time for the
following:
Experimenting with words for learning
and practicing a spelling pattern
Memorizing high-frequency words
Generalizing spelling patterns
Adding to our knowledge and curiosity
of unique and interesting words.

The Literacy CAFE menu

COMPREHENSION
I understand what I
Read
Strategies
Check for understanding
Back up and Reread
Monitor and fix up
Retell the story
Use prior knowledge to connect with text
Make a picture or mental image
Ask questions throughout the reading process
Predict what will happen; use text to confirm
Summarize text, include sequence of main events
Recognize literacy elements (genre, plot, character, setting,

problem/resolution, theme)

ACCURACY
I can read the words
Strategies
Cross checking
Use the pictures
Use beginning and ending sounds
Blend sounds
Flip the sound
Chunk letters and sounds together
Skip the word, then come back
Trade a word/guess a word that makes sense

FLUENCY
I can read accurately, with
expression, and understand
what I read
Strategies
Voracious reading
Read appropriate level texts that are a good fit
Reread text
Practice common sight words and high frequency
words
Adjust and apply different reading rates to match text
Use punctuation to enhance phrasing and prosody
(end marks, commas, etc.)

EXPAND VOCABULARY
I know, find, and use
interesting words
Strategies
Voracious reading
Tune in to interesting words and use new
vocabulary in speaking and writing
Use pictures, illustrations, and diagrams.

Assessments and the Daily 5

Anecdotal records
Running records
The PensieveTeacher Notes
Developmental Reading

Assessment (DRA2)
Individual Reading
Inventories

What sets the Daily Five Apart?

Student Driver vs. Teacher Driven

High Student engagement vs. Low
student engagement
Meaningful reading and writing vs.
tended to be busywork activities
Authentic reading and writing vs.
artificial reading and writing
Majority of time spent reading vs.
little time spent reading

What we get from the Daily

5
Independent

Learners
Engaged Learners
Motivated Learners
Purposeful Learners

WHICH EQUALS SUCCESS!

The Daily Five and the Daily Caf are registered trademarks of The 2 Sisters, Joan Moser and Gail
Boushey.
This PowerPoint was prepared by Linda Waldron, Principal Manchester Township Elementary School