Reading Program - Daily 5
During our reading time this year, we will be doing "The Daily Five". The term "The Daily Five" refers to the five choices that the students will be able to choose once the program is up and running (more info. on the 5 choices below). Each school day we will spend around 1 and a half hours working with The Daily Five. First, we will do a whole group lesson on topics including reading strategies, spelling, vocabulary, grammar, and writing. After our whole group lesson, students will break up into groups and do 2-3 sessions of Daily Five choices. During the group time, I will also be pulling students to work in small groups or sometimes individually on reading skills and assessments.
Five Choices
1. Read to Self
Students will get their book boxes (full of good-fit books
of their choice) or choose from our classroom library, find a comfortable
spot in the classroom, and will read to themselves. "Children reading to
themselves is the first step in Daily Five and
is the foundation for creating independent readers and writers. On the surface--like all of the
components in Daily Five--Read to Self seems basic and simple. However, we
have found that specific teaching techniques can make Read to Self a
powerful tool for enhancing all literacy skills." (The Daily 5
p.46)
2. Read to Someone
Students will pair up with a partner. They will both get their book bags,
find a comfortable spot in the classroom, and will take turns reading to
each other. One student will act as the "reader" and the other
student will act as the "Checker" and will re-tell what was read by the
"reader" - this skill is called "check for understanding". "Reading with someone
helps readers, especially developing readers, become more self-sufficient
and less reliant on the teacher for assistance. Research shows that taking
turns while reading increases reading involvement, attention, and
collaboration." (The Daily 5 p. 60) Children LOVE to Read to Someone, and
why not, they have a friend with them who will listen to them and discuss
their reading.
3. Work on Writing
Students will get their Daily 5 journal and write about
different topics (some of their choice and some of mine). "The
writing component of the Daily Five provides additional support children require
to become effective writers. Its purpose is to provide daily writing
practice." (The Daily Five p. 80)
4. Listen to Reading -
Students will sit at a listening center and hear a book read to them while
they follow along. Listening to Reading is valuable for developing fluency
and vocabulary.
5. Word Work
Students will use different means to create words (stamps,
stencils, etc.) or will use different work studies such as sorting words or
putting them in ABC order. "Creating and maintaining a time during
each literacy block to focus on words is critical to developing readers,
writers and communicators." (The Daily Five p.85)
During our reading time this year, we will be doing "The Daily Five". The term "The Daily Five" refers to the five choices that the students will be able to choose once the program is up and running (more info. on the 5 choices below). Each school day we will spend around 1 and a half hours working with The Daily Five. First, we will do a whole group lesson on topics including reading strategies, spelling, vocabulary, grammar, and writing. After our whole group lesson, students will break up into groups and do 2-3 sessions of Daily Five choices. During the group time, I will also be pulling students to work in small groups or sometimes individually on reading skills and assessments.
Five Choices
1. Read to Self
Students will get their book boxes (full of good-fit books
of their choice) or choose from our classroom library, find a comfortable
spot in the classroom, and will read to themselves. "Children reading to
themselves is the first step in Daily Five and
is the foundation for creating independent readers and writers. On the surface--like all of the
components in Daily Five--Read to Self seems basic and simple. However, we
have found that specific teaching techniques can make Read to Self a
powerful tool for enhancing all literacy skills." (The Daily 5
p.46)
2. Read to Someone
Students will pair up with a partner. They will both get their book bags,
find a comfortable spot in the classroom, and will take turns reading to
each other. One student will act as the "reader" and the other
student will act as the "Checker" and will re-tell what was read by the
"reader" - this skill is called "check for understanding". "Reading with someone
helps readers, especially developing readers, become more self-sufficient
and less reliant on the teacher for assistance. Research shows that taking
turns while reading increases reading involvement, attention, and
collaboration." (The Daily 5 p. 60) Children LOVE to Read to Someone, and
why not, they have a friend with them who will listen to them and discuss
their reading.
3. Work on Writing
Students will get their Daily 5 journal and write about
different topics (some of their choice and some of mine). "The
writing component of the Daily Five provides additional support children require
to become effective writers. Its purpose is to provide daily writing
practice." (The Daily Five p. 80)
4. Listen to Reading -
Students will sit at a listening center and hear a book read to them while
they follow along. Listening to Reading is valuable for developing fluency
and vocabulary.
5. Word Work
Students will use different means to create words (stamps,
stencils, etc.) or will use different work studies such as sorting words or
putting them in ABC order. "Creating and maintaining a time during
each literacy block to focus on words is critical to developing readers,
writers and communicators." (The Daily Five p.85)