Sunday, June 29, 2014

Daily 5 Blog starts Tues. July 1- Here's Study Guide for Chpt. 1 and 2!

Daily 5  Study Guide (new edition) developed by Joanne Devine

Chapter 1:  THEN AND NOW

1.    What are some of the major differences in the old vs the new editions of the Daily 5?  (p. 2-3)

2.    What motivated the 2 Sisters to develop Daily 5 and what is its purpose? (  p.7)

3.    In figure 1.2 ( p.11)   where have you been and where are you now on the “learning line?”  Self reflect and look forward.

4.    Discuss the process of initially launching the Daily 5 in the first 8-12 weeks of school.   (p. 13-17).  Share your own experiences.

5.    The CAFÉ menu provides the “focus lessons” for Daily 5.  Are you using CAFÉ or other resources for your focus lessons?

Chapter 2:  Core Beliefs, the Foundation of the Daily 5 (D5)

1.    Why are trust and respect important and how do they effect the classroom community?  (p. 22-25)

2.    Why is choice an essential core belief?  (p.. 25-27)

3.    How are students held accountable in Daily 5?  (p. 27-28).

4.    Referring to Wesson’s “rule of thumb,” Medina’s “brain rules,” and Routman’s 20/80 concept,  what have we learned.

5.    Figure 2.2  explains how many words children encounter when reading  a specific amount of minutes.  How will you use this chart to make a difference in your classroom?


  1. One of the big differences in the new edition is that the Sisters clarified that D5 always has "5 choices" but you do not need to do 5 Rounds. If you have been doing D5 you probably discovered this, just like I did. Sometimes I would do 3 rounds in the morning and maybe 2 more after lunch...or maybe 4 in the morning. Also, they are now recommending to introduce Read to Self and then Work on Writing and the remaining order is up to you. I also do Reading and Writing first...then either Listen to Reading or Word Work and I always save Read to Someone for last. What have your experiences been with D5? What other differences were mentioned in Chapter 1?

  2. Happy July Everyone!

    While reading the first 2 chapters, the thing that jumped out at me most was Routman's 20/80 concept. As a new teacher, I would rattle on not noticing glazed eyes my students must have had. It reminds me of the Peanuts cartoon where the teacher's voice comes across as "Blah, Blah, Blah."

    Then I trained as a Reading Recovery teacher. Each student lesson was EXACTLY 30 min. This included a re-reading review time, a quick, precise focus lesson, guided practice in reading and writing where the student is up and pushing counters into sound boxes or manipulating magnetic letters by standing at the whiteboard, and some new learning by introducing a new book that was then practiced by the student before the 30 minute timer buzzed.

    It helped me learn to be a better teacher when I went back to the classroom. It ties in very much to the core beliefs in Daily 5 and helps me understand its success. This book has really jazzed my enthusiasm. Can't wait to hear from more of you!
    Lynn Gurnee

    1. The 20/80 concept struck me as well. I went off on a little research tangent on John Medina's "Brain Rules" too. I also taught Reading Recovery and found it very easy to try to do more, which takes more time. This confirmed the importance of getting that internal lesson pacing tight!

    2. Nice to hear from you, Kathe...we're RR soul mates!

  3. Me again. Typed up the parent letter from D5. Just cut and paste it from this box to a blank word doc. and make it your own. Trying to help your launch...Lynn

    Dear Parents and Guardians,

    Welcome to a new school year! Hope you had a wonderful summer and enjoyed spending time with your child. Wanted you to know that you are welcome to drop by and meet me before school begins.

    Each year of your child’s schooling presents new expectations and routines for you and your child. This year there will be classroom routines and structures introduced in a way that removes all of the guesswork for the child. This clear way of introducing routines and structures allows them to concentrate fully on learning.

    In reading, the structure used is called the Daily 5. Soon your child will be talking about it at home. The purpose of this letter is to explain what the Daily 5 is and what you should expect to see at home.

    The Daily 5 is a literacy structure that teaches independence and gives children the skills needed to create a lifetime love of reading and writing. It consists of 5 tasks that are introduced individually. When introduced to each task the children discuss hat it looks like, sounds like, and feels like to engage in the task independently. Then the children work on building stamina until they are successful at being independent while doing that task. These are the 5 tasks:
    Read to self
    Work on writing
    Read to someone
    Listen to reading
    Word work

    When all 5 tasks have been introduced and the children are fully engaged in reading and writing independently, more small group and individualized work can be done. This structure is effective, results are successful, and the children look forward to the Daily 5 time. You can look forward to amazing results.

    One thing you’ll notice is a decrease in worksheets. Worksheets keep children busy, but do not necessarily result in optimal learning. Research shows the need for extensive practice and explicit teaching in reading, writing and math in order for students to become proficient and advanced in learning.

    Ask our child about Daily 5 and math daily 3 and see what they say. Your child may tell you about class stamina and how we are working toward independence. Maybe you’ll hear about some of the fabulous thing your child has read, listened to, or written during our Daily 5 time. Please feel free to contact me with any questions.

    Thanks for your support!

  4. Aloha Everyone!

    I appreciate how flexible Daily 5 can be. This past year, I experimented with my schedule, and one of my goals was to hear the kids talk more than I did. I had more turning/talking, more checking for understanding, and more focus lessons/celebrations throughout the day. When students had more stamina I allowed more time. I found it very helpful to have coaches come observe me and share what they noticed. It helped me to be accountable for my goals. Moving around and talking to students about their personal goals was a shift and requires lots of energy, but the engagement and accountability is well worth it. The energy and excitement about reading, discovering new information, correcting a mistake was all I needed to lift my spirit and energy in the classroom. I’m looking forward to less management and more coaching in my classroom. I think the 20/80 will really empower our students. I’m trying to visualize what it will REALLY look like in kindergarten as I’m also making a shift in grades. I keep thinking…must build stamina, create I-charts, reteach & review…

    Have a Wonderful Summer! Julie

  5. This comment has been removed by the author.

    1. Hi Julie,
      You are spot on regarding flexibility ad listening to kids. I've often said,
      "If I'm doing most of the talking, then I'm doing most of the learning!" Good luck moving to kinder. I know you will enjoy how well kinders adapt to D5. My colleague, Jody, is a pro using D5 in her TK and Kinder classrooms. Jody, what tips do you have for Julie?

    2. Thanks Joanne,
      I appreciate your thoughts & I'd love to hear tips from Jody. There are actually 3 kinder teachers from our site joining this Blog. I'm sure we would all love to hear more how D5 looks in TK/K.
      :) Julie

    3. Julie it's great to hear from you and that 3 more teachers will be joining in on the fun! Jody's on vacation but will be back next week and hopefully we will hear from her then. Enjoy the upcoming weekend...Lynn

  6. Aloha Everyone,

    I enjoyed reading about the 10 Steps to Teaching & Learning Independence. I can see how turning the T-chart into an I-chart will be more empowering. I plan to make the “I" in the I-chart bold (Step 1). It will be a shift to simply record desired behaviors rather than elicit students’ ideas (Step 3). However, it does make sense not to confuse our youngest learners and introduce the desired behaviors (Step 5). It is helpful to know that practice in kindergarten may only be 30 seconds at the beginning (Step 7), but I am wondering how many rotations kindergarteners will be able to handle. I’m sure the natural schedule breaks will help.

    Reflecting on how I teach, it will be a bigger shift to “Stay OUT of the Way” (Step 8), but the idea of creating intrinsic independent learners sounds like a classroom from Heaven. God help me! It will be a challenge not to give eye contact or verbal feedback (step 9). It is a habit to praise students’ effort. I can relate to how giving the slightest feedback distracts kids and reinforce them to become dependent on it. This is something I’d like to explore and possibly invite a coach or colleague to observe while I teach.


  7. Hello! I just commented on Chapter 3, but I want to add another thought. I'm so glad the 2 Sisters wrote this 2nd Edition! The addition of the brain research is a great way to quiet the naysayers and enhance our knowledge about our teaching practices. I also appreciate their openness to learn, change, and improve. When we know better we do better.

  8. Greetings, I am at the beginning of the learning line" of using the Daily 5. Having not read the 1st edition of the Daily 5, all of the reading and information in the 2nd edition of the Daily 5 is brand new to me! As I have read about structuring my classroom environment and building stamina and independence with the Daily 5, (Chapter 1), I have a question to ask those of you who have used the Daily 5 in their classrooms. My question is whether I would benefit from reading the CAFE book in conjunction with the Daily 5 book to get the full understanding of the Daily 5 experience. Another question I have after reading Chapter 2 and learning about the student choice of "Read to Someone", do any of you have suggestions for helping students learn how to ask pertinent questions of each other as they each share what they have read?
    Thank you!
    Kindergarten Cathy

  9. Hi Cathy,
    I did not initially read CAFE when I started dabbling in the Daily 5 in the last month of the school year. Over the summer I read CAFE and reread Daily 5 and made myself step by step lesson plans for introducing the Daily 5 to my new first grade class. We spent 1 week on each Daily until all 5 were learned. I taught focus lessons on the word wall, comprehensions strategies, writing process, phonics etc. Then after the winter break I began using the CAFE focus lessons following the format and timeline in the CAFE book. The following school year I began the year with both CAFE and Daily 5. So, in answer to your question, you can do it both ways!
    When Reading to Someone, I made red laminated Check Marks with the words
    Who? What? The reader says to the listener, "Who did I just read about and What did they do?" or something to that effect. Then the reader and listener change roles and the process repeats itself. Good luck, Joanne

  10. I've been using the Daily 5 approach for the last 3 years in my first grade class. My students and I love it! It's so satisfying to see students choose Read To Self at such a young age. These students are getting so much more reading practice than my past students, I wish I would have done this earlier in my career. Following this program also does a lovely job of helping students become independent thinkers, making choices about how you will spend the next 15 minutes of your school day, is a big test of decision making abilities for a 6 year old.

  11. As I said before I have been using the Daily 5 approach for the last few years and love it! I have a student teacher right now and she is in her take over stage, and it is at this time that I can really watch my students and reflect on what's happening in the classroom. I am always asking myself during workshop, now and in all the years past, "are they really working out there?" So to help calm myself, I like to walk around the room and count (quietly, like a ninja) who is on task. It is always a majority of students. While my student teacher has been teaching, I have been doing this several times throughout the day and find that for the most part, most kids are on task. I also love the way she has been able to seamlessly transition herself into control of the classroom during workshop time, the students have the routine down so well, that it works with or without me!

    I do find that Word Work has become less and less of a favorite among the students. Interestingly, I had a kindergarten student as a visitor during my reading block most of the year, and he was always drawn to the word work activities. I guess I needed to make the activities more challenging. I will really need to do some research into making the activities more meaningful to students, especially since next year they will be third graders