he Daily 5 Program © The 2 Sisters Boushey & Moser
Read to Self
The best way to become a better reader is by practicing each day, with books the students choose and are a "Good Fit".
Work on Writing
Just like reading, the best way to become a better writer is by practicing writing each day.
Read to Someone
Partner reading allows for more time to practice strategies, helping to build fluency, check for understanding, hear their own voice and time to share in this learning community.
Expanded vocabulary and correct spelling allow for more fluent reading and writing thus speeding up the ability to comprehend what is read and get thinking down on paper.
Listen to Reading
Hearing good examples of literature and fluent reading expands your vocabulary, builds stamina and helps you become a better reader.
I PICK "Good Fit Books"
The students are taught from the beginning about choosing and selecting books that are just right for their reading level. They are called "Good Fit Books".
I pick a book
P urpose (What's my purpose for choosing this book? )
I nterest (Does this book interest me?)
C omprehend (Can I comprehend what I'm reading?)
K now (Do I know most of the words?)
Three Ways to Read a Book
1. Read the pictures
2. Read the words
3. Retell the story
Check for Understanding
This is a comprehension strategy that teaches children to stop frequently and check, or monitor, if they understand what they are reading. Often as beginning readers, children are so aware of reading accurately that they forget to take time and think about what they are reading, checking to see if they understand the text. Advanced readers can develop the habit of reading through the text without monitoring if they were aware of Checking for Understanding as beginning readers.
This vital strategy is not only one of the first we introduce, but is also one we model frequently throughout the year. When students are Reading to Someone, one partner holds a paper shaped check mark. This helps them to remember their job of listening and retelling what their partner just read. Then they switch, the other student reads as their buddy holds the check mark and this time they "check for understanding".
Each student in my room has a book box. Their book box contains "Good Fit Books" they have chosen. This builds a sense of responsibility and provides these young readers a way to monitor their own reading abilities.
Many parents are amazed to hear their child speak about building "stamina". It's not a typical word you hear fourth graders say! When we begin teaching The Daily 5 parts, the first time we model, instruct, and demonstrate how to do this skill, the students start on their own for 3 minutes. Every day we add one minute, eventually building their stamina to 30 minutes. Some days we may only get to do 20-30 minutes depending on special activities or events. The students "build stamina" for each of the Daily 5 parts.
What is the teacher doing during Daily 5?
At the beginning of the year, a lot of modeling, practice, reflection and refining takes place. This prepares the foundation for a year of meaningful activities and content to meet the unique needs of each child. After weeks of modeling and practice, and building stamina, students become independent. They know the routines and they look forward to them each day. In fact, they are disappointed if we don't get to all five if there is something special in our day. This automaticity allows the teacher to work with students one on one, in Skills Groups, or Guided Reading. Teachers can confer with students individually to discuss how they are developing as readers and writers and discuss their goals.