1. The Daily 5
Gail Boushey and Joan Moser

2.  Is a framework for literacy
Has common core routines
 Is a student-driven management
structure
 Leads to a lifetime of independent
literacy skills

4. The Daily Five
Read to Self
Read to Others
Listen to Reading
 Writing
Word Work
 1 Word Work
 2 Oral Language
 3 Modeled Writing
 4 Shared Writing
 5 Independent Writing
 6 Read Aloud
 7 Shared Reading
 8 Guided Reading
 9 Independent Reading
Literacy Components

5. But What Does It Look Like?
 Video- Whole Class Independent Work

6.  Trust- meaningful learning requires respec t between
the teacher and students as well as among the students
themselves.
When trust is combined with explicit instruction, our
students acquire the skills necessary to become
independent learners.
When students execute the skills of independence
they have been taught, teachers are free to focus their
time and energy on instruction.

7.  Choice- The order students choose varies from day to
day, depending on their goals, motivation, and mood.
Choice is highly motivational and puts children in
charge of their learning.
 Community- A sense of community provides members
with ownership to hold others accountable for
behaviours of effort, learning, order, and kindness.
 Sense of Urgency- We always teach why we do things.
This gives students a responsibility to take ownership
for their own teaching and learning.

8.  Stamina- Building stamina works with even our
youngest students.
You need to teach students to build their stamina for
independent work.
The Daily five allows for teachers to have instruction
time in one-on-one and small group settings because
the bulk of the class is independently engaged in
worthwhile and meaningful activities.

9.  Developing the concept of “good-fit” books
 Creating anchor charts
 Short, repeated intervals of independent practice
 Calm signals and check-in procedures
 Using a model approach for behaviors
 Set a gathering place

10. Determine a meeting place where all students
can sit, at all grade levels.
It provides time for a change in their brain work
along with much-needed movement of their
bodies. This is called a Brain and Body Break.

11.  It is essential to teach how to choose books
that are a good fit.
A child’s purpose for reading, interest in a
topic, and ability to comprehend play a large
role in finding a good-fit book.
I PICK- slideshow
Video- YouTube

12. A separate book box/bag for each student
5 – 10 books in box/bag
Self-selection of books depends on age
Book box/bag has assigned spot it is kept
Videos: Book Boxes Nuts and Bolts
(Organizing Book Boxes Video Series)
Differentiating Book Boxes (Organizing
Book Boxes Video Series)

13.  Browsing boxes
 Their current guided reading book
 Library books- they take one home, put on in their box
 Public library
 Magazine articles
 Donations

14. 1. Identify what is to be taught- “Today we
are going to…..”
2. Setting Purpose – Tell the students
why….
3. Brainstorm behaviors desired using an
“I” chart- What does it look like, sound
like, feel like?

15. 4. Model most and least desirable
behaviors- Training your muscle
memory
5. Place students around the room-
Children want to be comfortable. Show
them how to choose a good spot.
6. Everyone practice and build stamina (3
minutes). Don‘t set timer, look for body
clues.

16. 7. Stay Out of the Way
8. Quiet Signal – Come back to group. Can
be used when time is up or when
stamina is broken.
9.Group Check In – “How Did You Do?”.
This is a time for self reflection and
sharing.