The Daily 5

•Read to Self (SSR)•Read to Someone (Partner Reading)•Writing•Word Work•Listen to Reading

The Daily 5, take 2:

Use this during guided group timeIndependent or partner activitiesSustained independent time while teacher meets with small groups of students

Read to Self (SSR)Reading quietly to yourselfFind a spot to read and stay thereAlso known as:– DEAR time– SSR– Independent reading

Your choice of what to read unless told differently by the teacher

Looks like:Students reading silently, individually, anywhere in

classroomBubble space…what is it?

Read to Someone (Partner)

Chose a person to read to in your group.Use a lower level voice, so as to not distract other students reading or working.Stay on task.Looks like:-two people reading together-taking turns page by page-usually the same text-practicing reading fluently

not racing through the book

-monitoring comprehension as you go-using quiet, whisper voices…..see “volume-o-meter”

Volume-O-Meter(Level of Voice)

Frenzy!!YellNormalLow NormalWhisper

Yada-Yada-Yada-Yada-Yada-Yada

Writing

Writer’s NotebookYour choice of what to write aboutStories, poems, fiction, fantasy, non-fiction—YOUR CHOICE!First draft writing

The Writer’s Notebook “Unlocking the Writer Within You!”

What it is NOT…….– A diary

• “Today it is raining. We have a math test that I don’t want to take and there is a substitute teacher.”

– A reading journal• summarizing a book, writing the main

idea

– Teacher directed

The Writer’s Notebook “Unlocking the Writer Within You!”

So…...What exactly is a writer’s notebook?– A place where you can put thoughts,

feelings, and opinions about things that have happened in your life.

– A place to write a fiction or non-fiction story.

– A place to write poetry.

The Writer’s Notebook “Unlocking the Writer Within You!”

MORE……..“ A writer’s notebook gives you a

place to write down what makes you angry, sad, or amazed, to write down what you noticed and don’t want to forget.”

Fletcher, R. J. (1996). Writer's notebook unlocking the writer within you. New York: Avon Books.

The Writer’s NotebookThoughts from other students…

“I use my writer’s notebook for ideas that pop into my head, or things I’m thinking about. My writer’s notebook has very important things in it. I love my writer’s notebook and I write in it EVERY CHANCE I GET. If I get writer’s block, I can just look in my writer’s notebook for ideas. I can use my writer’s notebook now or 10 years from now, there’s not telling when I can use it. My writer’s notebook is my heart, my mind, and my soul.”

» ANNE RUBIN, Fourth Grade

The Writer’s NotebookThoughts from other students…

“When I pick up a pen it changes me. I’m not the same person. The way I talk, think, and everything changes. I fell more natural, more relaxed, and more like myself. That is a true power of the pen.”“One of the reasons my writing is good is that I have bad communication skills. I can’t confide in any one person. But I can let out all of my emotions through the pen. I can write out what I think and let everything out. Who is the paper going to tell? No one.”

» BESSE RAWITSCH, Eighth Grade

The Writer’s Notebook “Unlocking the Writer Within You!”

Questions??

1. What does it look like?2. Will it be graded?3. Who will read it?4. Do I share my writing with the class?5. Any rules about the writing?6. What questions do YOU have?

Word Work

What will you be practicing?

• Vocabulary words• Spelling words/new words• Mind benders with words• Word puzzles

Word Work Choices

May have a menu of items to choose from OR an assigned task from your teacherPick a paper from the file folders– Different word work activities on paper.

Complete a word game on the laptop or a board game.– Appropriate use a must!– Let me show you!

Websites:Letterbox, Word Central, The Problem Site– http://letterbox.lexigame.com/– http://www.wordcentral.com/games.html– http://www.theproblemsite.com/word_games.asp

Listening to Reading

Looks like:Choose from the CD’s and stories available.

– Small group listening to a book on tape or CD– Sharing the text if necessary– Using headphones appropriately OR keeping the

volume low on the tape/cd player– Listening to fluent reading– Monitoring comprehension– Return materials to the proper places.

WHY are we doing all this?

Independent meaningful learning and listening activities while I meet with small groups.Research shows that in order to be a fluent reader, you must have time to read to yourself, work and help others with their reading, build vocabulary and word knowledge, work on your writing repertoire, and listen to other people read fluently. Thus, the components of The Daily 5!

If you finish before time is up…

Read to Self– Choose a new book– KEEP READING

Read to a Partner– Choose a new book– KEEP READING

Word Work Station– Read to Self

Writing– Reread your

writing– Add to it– Start a new piece

Listen to Reading– Listen to it again– Read to Self

Group Monday Tuesday Wednesday Thursday Friday

Green TeacherGRA & Writing

TeacherGRA &Writing

TeacherGRA & WW

SSRListening

RTP

ListeningWW

Purple SSRTeacher

GRA & WritingTeacher

WWTeacher

RTPTeacher

GRA & Writing

GRA & WritingListening

Yellow ListeningWW

WWSSR

RTPListening

TeacherGRA & Writing

SSR

TeacherGRA & Writing

Blue GRA & WritingListening

SSRRTP

ListeningGRA &Writing

WWSSR

Teacher

SSRTeacher

KEY:GRA: Guided Reading Assignment (if given) done at your seatWW: Word WorkRTP: Read to Partner (with someone else in your group)SSR: Silent Sustained Reading (Read to Self)Listening: Listen to story on tape or CD at stationTeacher: Work with teacher at group table

Guided Group Schedule

Your mission…should you choose to accept it!

Work with a small group of your peers to dramatize one of the 5 areas of the Daily 5First, you need to determine how to appropriately work in your given station and decide how to act that outNext, determine how a student might act inappropriately in that station and decide how to act that out. Be creative!

Our expectations:You will work together as a team.– Each person will participate

If you can’t reach a compromise after discussing it for 2 minutes, use ROCK, PAPER, SCISSORS to determine how to move forward.You will have 10 minutes to create and practice the skits you will share with the class. Feel free to use or make props as needed.– When the lights flash, return to your seats.

You will be a kind and respectful audience.

Bibliography

Boushey, G. (2006). Daily five fostering literacy independence in the elementary grades. Portland, Me: Stenhouse. Fletcher, R. J. (1996). Writer's notebook unlocking the writer within you. New York: Avon Books.