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The Daily Five

The Daily Five prepares the foundation for a year of meaningful content instruction tailored to meet the needs of each child.  It is more than a management system or a curriculum framework; it is a structure that should help students develop the habits that lead to a lifetime of independent literacy.  The research based tasks, described in detail below, are ones that will have the biggest impact on student reading and writing achievement, as well as help foster children who love to read and write.  Students receive explicit whole group instruction and are given independent practice time to read and write while I provide focused, intense instruction to individuals and small groups of students.  (CAFE - note below)

There are specific behavior expectations that go with each Daily 5 component.  We will spend our first weeks working intensely on building our reading and writing stamina, learning behaviors of Daily 5 and fostering our classroom community.  I will also spend time learning about your child's strengths and greatest needs as a reader and writer in order to best plan for each student's instruction. 

Your child will be taught to select "Good Fit Books" or books they can read, understand and are interested in, which they will read during Daily 5.  They will be spending most of their time actually reading, which reasearch supports as the number one way to improve reading.  I anticipate the motivation and enjoyment of reading will skyrocket each student's growth.

Please think of our classroom as you clean your own child's bookcase.  It is my goal to make our classroom library as appealing as your favorite bookstore.  Also, your orders from Scholastic allows me the opportunity to order new books for our classroom library. 

CAFE

CAFE is an acronym for Comprehension, Accuracy, Fluency, and Expanding Vocabulary.

  • Comprehension – I understand what I read
  • Accuracy – I can read the words
  • Fluency – I can read accurately, with expression and with understanding
  • Expand Vocabulary – I know, find and use interesting words.

This system includes:

  1. Goal-setting with students in individual conferences, building upon strategies, note - more detail below.
  2. Developing small group instruction based on clusters of students with similar goals, and
  3. Targeting whole-class instruction based on emerging student needs and fine tuning one on one conferring.

 

“The Daily 5”, and  “The Café”

While the students are learning to become independent readers and writers, I am conferencing with individual students and guided reading groups.

We’re learning to read independently, "Read to Self". and each day and have increased our reading stamina.  We read pictures and words.  We read for fun, to learn something new or to take an adventure.  We are learning to pick Good Fit Books.  We pick books that have a purpose, interest us, books that we understand what we are reading and books that we know most, 99%, of the words.   We’ve practiced reading strategies to help to comprehend, increase word accuracy and expand our vocabulary.

We started "Work on Writing".  We work together to write stories and edit.  We work independently to write and illustrate our own stories.  Then we conference, edit and set goals for future writing.  We write because it is fun, because we can share our writing with others and so that we can get better at writing. 

This week we began, "Read to Someone".  We sit EEKK with a friend, take turns reading and asking "Who and What" questions.  There are three ways to "Read to Someone:

1. Check for Understanding - One book - One partner reads a page or few paragraphs, the other partner Checks for Understanding then they switch.
2. I Read, You Read - One book - One partner reads and the other partner read the same part
3. Read Two Different Books - Two books - Partners take turns to read two different books and Check for Understanding. (Not my favorite)

We are having a great time with "Word Work".  We can build words using puzzles, magnetic letters, word family flip books and computer games.  We get to choose an activity based on our needs and goals. 

We learned and practiced "Listen to Reading".  We can listen to stories on the computer, at a listening center or listen to an adult read to us.  We follow along with the pictures and the words.  We can retell the story when we're done reading it.  On our web site, under the heading of Daily 5 Cafe, are fun stories available for listening. 

CAFE

CAFE is an acronym for Comprehension, Accuracy, Fluency, and Expanding Vocabulary.

  • Comprehension – I understand what I read
  • Accuracy – I can read the words
  • Fluency – I can read accurately, with expression and with understanding
  • Expand Vocabulary – I know, find and use interesting words.

This system includes:

  1. Goal-setting with students in individual conferences, building upon strategies.
  2. Developing small group instruction based on clusters of students with similar goals, and
  3. Targeting whole-class instruction based on emerging student needs and fine tuning one on one conferring.

Read Good Fit Books

Decoding Beanies

Good readers use decoding strategies when they come to a word they don’t know.

 

Chunky Monkey

Chunk the words. Look for a chunk you know (ing,and, art, old, etc)

*Look for a word part you know.

 

Skippy Frog

Skip the word:  skip it, skip it! Read to the end of the sentence. Hop back and re‐read it!

 

Lips the Fish

Get your lips ready. Say the first few sounds of the word out loud. Read to the end of the sentence and say the sounds again.

 

Eagle Eye

Look at the pictures for clues to help figure out the word.

 

Stretchy Snake

Stretch the word out slowly. Put the sounds together to figure out the word.

 

Peekin’ Poodle

Check the picture and then the word(s). Does it look right? Does it sound right? Does it make sense?

 

Flippy Dolphin

Flip the vowel. Try the other vowel sound. If you used the short vowel, try the long! If you used the long vowel, try the short!

 

Tryin’ Lion

Try the word again. Try to reread the sentence. Try a word that makes sense!

 

Kangaroo

Ask for help. After you have tried all the strategies, mark your page and ask for help.

 

Strategy - Reread Text

Strategy - Cross Checking

Strategy - Use Pictures, Illustrations and Diagrams

Strategy - Use Punctuation

Strategy - Use Word Parts to Determine Meaning

 

 

Comprehension Beanies

Good readers use comprehension strategies to make sure they unerstand what they are reading.

Bear

Monitor and repair

 

Cat

Make connectons

 

Dog

Search for important information.

 

Parrot

Retell and summarize

 

Iguana

Make inferences

 

Owl

Ask Questions

 

Penguin

Visualize

 

With our reading fluency improving every day, it's time to help our children with reading comprehention.  Click here to find out more.

Strategy - Listen with Understanding

Strategy - Use Prior Knowledge

Strategy - Make and Adjust Predictions

Strategy - Back Up and Reread

Strategy - Check for Understanding

Strategy - Recognize Literary Elements

Strategy - Summarize

Strategy - Compare and Contrast

Strategy - Author's Purpose

Strategy - Use Text Features


Expand Vocabulary

Practice High Frequency Words

Strategy Tune into Interesting Words

The East Penn School District is an equal opportunity education institution and will not discriminate in its educational programs, activities or employment practices on the basis of race, color, national origin, sex, age, religion, ancestry, disability, union membership or other legally protected classification. Announcement of the policy is in accordance with state and federal laws, including Title VI, Title IX, Section 504 and Americans with Disabilities Act. Copyright 2009 East Penn School District.
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Last modified: 2015-09-4 08:09:23 AM (EDT)