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about
Daily Five
We LOVE Daily Five time! If your child
comes home and talks about it, I am so thrilled! Daily Five is
our literacy block in our classroom. It is not a program, but
a management system that allows students to work on authentic
reading practice while I meet with small groups and individual
students. In the beginning of the year, we will spend a great
deal of time learning how to "bee"have (and how to NOT behave!)
during Daily Five time. This explicit teaching of behavior
allows Daily Five time to run smoothly, as all students know exactly
what to do, so that I can focus my attention on very individualized
reading instruction.
During
Daily Five time, students will participate in a 100-minute block of
teacher led mini-lessons on reading strategies, phonics, and grammar-
all of which come from our reading series ("Treasures").
Students also will participate in self-selected literacy activities. Your child will come to love
and crave this time each day to "bee"come a fantastic reader and
writer!
This is the choice board where students will make their literacy
choices each morning. I do take a quick "role call"
and mark my students' choices on a
check sheet
before dismissing kids to each round, but having this visual in the classroom helps each student know what
they need to do and helps keep them organized in their choices.
These are the
literacy choice cards that we use.
Ready to see us in action?
Read to self
Students each have a book box
full of "right fit" books that they read from during read to
self.
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Read to someone
Students can practice developing
their fluency by reading to someone. This student is
holding a cardstock "check" so she remembers to check her
partner's understanding.
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Work on writing
Students work on original
stories, lists, poems, letters, etc... during work on
writing. The writing area is stocked with idea
starters, decorative papers, pens, markers, and spelling
aides.
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Work on words
Students practice weekly spelling
and vocabulary words through hands-on activities like Wikki
Sticks, using magnets and stamps to make words, dot makers,
and letter cutouts. They can also practice sight
words.
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Click
here
for a list of the activities you can choose from! |
Listen to reading
Students use Leap Pads, TAG pens,
RAZ-kids.com, CD players, and tape players to listen to
fluent reading.
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Daily Five
Schedule
10 minutes
Whole group |
Spelling
or vocabulary mini-lesson: This will
focus on whatever skill or strategy we are working on
for the week. Many of the skills and strategies
will come from our reading series. |
20 minutes
Small group |
Reading
groups, strategy groups, individual reading conferences:
Students are engaged in the independent
literacy choices listed above while I meet with small
groups and individual students. Each student will
be assigned a small group based on their reading level.
I will meet with each group two to three times a week.
When our group is finished, I will work with flexible
strategy groups and individual students on reading
strategies. I may also call grade level groups at
this time to work on grade-specific skills. |
10 minutes
Whole group |
Reading
mini-lesson: This will focus on specific
comprehension strategies which I will select based on
students' needs, our reading series, and the list on our
CAFE page. I will explicitly model
comprehension skills through read-alouds. Students
will also have opportunities to practice using the
skills. |
20 minutes
Small group |
Reading
groups, strategy groups, individual reading conferences |
10 minutes
Whole group |
Grammar
mini-lesson: During this time, we often
play group games to practice grammar skills. We
also work on grammar skills during our Morning Meeting.
We may also do accuracy, fluency, or expanding
vocabulary lessons during this time (see
CAFE page for a list of skills). |
20 minutes
Small group |
Reading
groups, strategy groups, individual reading conferences |
10 minutes
Whole group |
Group
sharing: Ideally, we would share for 10
minutes at the end of Daily Five time. However,
this time often becomes "extra" time for me when rounds
or mini-lessons run over! On occasion, students
are able to share how they used
different strategies today in their reading. They
may also share what they wrote about, read, listened to,
or completed during word work. |
Don't try and implement this on your own! Please read the
book by
The Sisters!
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