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DAILY 5
The Daily 5 helps students develop independent
literacy habits, so the teachers are free to work with
small groups, have individual conferences, or assess
individual students. “It is about developing shared
awareness and instructional routines with students,
while balancing students’ needs for choice and
independence” (Boushey & Moser, p.14).
STUDENT DIVISION
Students will each
have a colour which
represents their
activities to chose
from. Each colour
represents a different
grade level to
accommodate for all
students and provide
students with appropriate
grade level material.
•
BLUE: below grade
level
•
YELLOW: grade level
•
GREEN: above grade
level
DAILY 5 SIGN UP SHEET
• Read to Self
• Work on writing
• Listen to reading
• Read to someone
• Word Work
This sheet is used weekly as a DAILY 5 Sign up sheet. Each day during Language
time when students have time to work on Daily 5, they pick one activity. They will
write their name on the sign up sheet for that activity. At the end of the week,
students should make sure that their name appears under a variety of headings
to ensure they are practicing all of the different skills.
READ TO SELF
Students will choose a book
according to their colour. They may
only have time to sit and read the
book to themselves. If students have
more time, follow up activities will be
provided for each colour level, and
Students will have a wide variety of
students may choose what they
reading materials to choose from.
would like to complete. Teachers will
Each book will have a colour
provide a variety of graphic
sticker on it, making it easy for
organizers that fit each level.
students to select the appropriate
Students may choose any one they
level they are at. Choices of
like, and the amount of information
books will include fiction and non
included may also be varied based
fiction books, graphic texts, picture
on skill level.
books, etc. Books will be switched
up throughout the year to reflect
student interests or topics being
covered in other subject areas.
READ TO SELF
Below Grade Level (BLUE):
•
Very basic comprehension questions
•
Retelling the story orally
•
Graphic organizers filled out very basically (possibly the ones that include drawing opportunities)
Grade Level (YELLOW):
•
Summaries
•
Graphic Organizers
•
Simple comprehension questions
Above Grade Level (GREEN):
•
Book report (Can be stretched into a project lasting multiple days)
•
More difficult comprehension questions
•
Create your own comprehension questions
•
Detailed graphic organizers
WORK ON WRITING
Each colour group will have
their own journal task that will
be completely to their ability
level. On the coloured card, the
students will be told what they
are required to include in their
journal entry. After students
obtain their coloured card, they
will go to spin the topic wheel
that will determine what they
will write about in their journal
entry.
Blue Group:
Use at least 2 words from the word wall
Write 3 sentences and include 2 of the “five w’s”
Green Group:
Use at least 5 words from the word wall
Write 5 sentences using the “five w’s”
Use 2 linking works
Yellow Group:
Use at least 4 words from the word wall
Write 4 sentences using the “five w’s”
Use 1 linking word
LISTEN TO READING
1. Listen to reading on an iPad  Many
schools have memberships to the RazKids program at www.ras-kids.com. RazKids is a website but also has an iPad
app where students have the option of
reading the book themselves, or to have
the book read to them by the website
while the student wears headphones to
avoid distracting other students.
 Prior to setting the students up on this, the
teacher needs to have an idea of what
level each of the kids is reading at by doing
a PM Benchmark beforehand.
 Once the student is set up, a variety of
level-appropriate books are presented to
them that they can listen to.
 A colour coded difficulty system would not
be necessary for this because the teacher
chooses the level that the child should be
reading at.
2. Listen to reading on computers  RazKids can also be used on computers.
Again, headphones should be used to
prevent distracting other students.
Tumblebooks is a great website that has a
variety of stories on it such as non-fiction,
fiction, etc. This too needs a subscription.
 The issue with Tumblebooks is that the
students choose whatever book that they
want. Therefore, they could be listening and
following along to books that are much too
difficult or easy for them. It offers a lot of
choice, but it would be difficult to have a
colour coded level system for this.
LISTEN TO READING
3. Listen to reading on Tape or CD  Of
course, there is always the “old school”
way of listening to reading on a tape
deck or CD player. This is very similar to
the previous options in the sense that
the child follows along in a book while a
pre-recorded voice reads them the book.
 This method of listening allows the teacher
to use the colour coded difficulty system. A
teacher can have a blue bin with below
grade level books, a yellow bin with grade
level books, and a green bin with above
grade level books. Because primary
students do not always put things back in
the appropriate bins, it would be helpful for
teachers to tape the corresponding colour
of construction paper to both the book and
CD or cassette to help students figure out
where to return it when they are done.
*Note: Only the Listening to reading on tape or cd uses our
colour coded system because Tumblebooks allows children to
choose whatever book they want at any level. Raz-Kids gives
students a reading level and the website chooses appropriate
books for the students to listen to.*
READ TO SOMEONE
How it works
Check for Understanding: Students have 1 book and they read part
of the book, and then take turns checking for understanding.
I Read, You Read: Students have 1 book, one partner reads, and
then the other partner reads the same part. This helps improve
fluency.
Read Two Different Books: Students have 2 books, they read a part
of their book, then take turns checking for understanding.
Teachers should first model and teach “EEKK” and the appropriate soft reading voice
Students:
• Sit EEKK (Students should sit elbow to elbow, knee to knee)
• Use a soft voice
• Read the whole time
• Stay in one spot
• Get started right away
READ TO SOMEONE
Directions: Choose two activities from the menu below. The activities must total 10
points. Place a checkmark next to each box to show which activities you will complete.
2 Points
Practice reading your story with expression and in a boring voice. Discuss which voice
sounds better. Take turns reading your book using different voices. Discuss which
voice works best for the main character. Present your book talk to your partner.
5 Points
Take turns acting out scenes from your story. Find a section of your story that has a
lot of dialogue. You and your partner read that section like a play.
8 Points
Conference with your buddy using your Buddy Planning Sheet.
While reading your story to each other, find a beat that fits the story. Then turn the
story into a song using that beat.
READ TO SOMEONE
Below Grade Level (Blue): Students
Overall Reading Expectations: Grade 2
would choose easier books, maybe with
•
Read and demonstrate an
understanding of a variety of
literary, graphic, and informational
texts, using a range of strategies to
construct meaning;
•
Recognize a variety of text forms,
text features, and stylistic elements
and demonstrate understanding of
how they help communicate
meaning;
•
Use knowledge of words and
cueing systems to read fluently;
•
Reflect on and identify their
strengths as readers, areas for
improvement, and the strategies
they found most helpful before,
during, and after reading
more pictures. A follow up activity would
be to ask the 5 “W” questions, who,
what, where, when, why and how?
At Grade Level (Yellow): Students would
choose slightly more difficult books,
and
have some follow up work to do such as
easy summaries, or graphic organizers
to determine characters, problem etc.
Above Grade Level (Green): Students
would choose the most difficult books
such as chapter books, and have more
detailed comprehension questions to
answer. They may even choose to do a
book report, or a fact sheet for a non
fiction book.
WORD WORK
Word work is a time where students
can focus on spelling and
vocabulary and practicing making
words with sounds, families, and
various other hands on strategies. It
is a method of learning to both read
and write that appeals to many
different learning styles, specifically
visual, and kinesthetic because you
write words, make words and use
manipulatives to build words.
Positives and Negatives of using Word Work:
The various ways you can make and build the
words are a great asset to this part of the Daily
5, as well as the fact that you can differentiate
the tasks by changing the actual task (building,
writing, using different materials), and change
the difficulty (harder words, tracing, copying,
making your own, etc).
The drawbacks to Word Work, are that it is hard
to keep an eye on every student and the tasks
are so varied that it gives opportunity for
silliness and extra volume in the classroom. It is
harder to monitor all groups when they are
doing word work and may lose focus on the
actual task at hand. Instead of writing words
they are supposed to be working on and
learning, they may just write their own or friends
names, or other things that they should not be.
Since this part of the Daily 5 requires materials,
there are only so many materials to go around
and you may run out of them for your students.
Blue – Below Grade Level:
-Use word cards with dolce words and copy
them (him, her, etc)
-Copy word families ( _at words (cat, bat, sat),
_ag words (bag, sag, rag, tag) etc
-Use a word wheel to create words
-Phonemic sounds with words (breaking down
words by each sound each letter makes)
-Create and copy 2 and 3 letter words
-Take out toys that have sounds like d or k
single letters and beginning sounds (dog, kite
etc)
-Trace words (dolche words, simple short
words)
-Match up pictures with words (picture of a cat
with the word cat)
-Trace the word, copy the word, make the word,
match up pictures with word families and
letter on it (pictures of hat with the letter h, cat
the letter c, rat with the letter r, with AT word
family and saying the word),
-I spy words with sounds (find words that have
the letters d, k, l, etc)
-Match letter sounds with pictures f fan c cat
WORD WORK
Yellow – Grade Level:
-Copy and write word wall words using letter
magnets, markers, other manipulatives
-Break down large words into smaller ones
(Scarecrow – scare, care, row, are, etc.)
-Cut out words of the week with play dough
-Write and create 3 letter words and up
-Take out toys that have group sounds (sh shark, ch - cheetah)
-Copy words with shaving cream (cover a desk
with shaving cream and write the words in the
cream)
-Match up a picture with words and copy them
(hat with a picture of a hat)
-Copy the word, make the word, write the word,
I spy game (I spy a word that is part of the word
family AT (Cat, Bat, Sat, etc, in a list that has
words that are also not part of the family such
as car, chair, etc)
-Take the plastic Easter eggs you get (kinder
surprise) and write word families (at, ar, and)
and random letters (f, r, d, s) to make words
(fat, rat, sat, far, sand)
WORD WORK
Green – Above Grade Level:
-Make words from things around the room or that they find in books that they find
in a bunch of words 4 letter words and up,
- Create words that start with a vowel, start with a consonant,
- Copy the word, make the work using various materials, write the word, and I spy
(see grade level) with compound words
- Write and create words in a sentence (use words from word wall, or books in
complete sentences)
- Put a bunch of letters in a bottle and get them to spin it. Write out any words
they see after each spin.
Materials: There are an endless amount of materials you could use for word work, and you can use basically any
item that you can make words out of and manipulate. Here is a short list of some things that you should maybe
have in your classroom for your students to do word work however.
-Play dough, letter magnets, markers, tracers, word ladders, shaving cream and or sand, plastic letters