The document discusses "The Daily Five", a student-driven literacy management structure composed of five tasks: Read to Yourself, Read to Someone, Work on Writing, Listen to Reading, and Word Work. It aims to fully engage students in reading and writing through choosing good-fit books they can read with 99% accuracy, practicing reading and writing daily, and developing literacy skills like fluency, vocabulary, and stamina. The Daily Five is designed to foster independence and empower students to direct their own learning in a fun way.
3. : The Daily Five is a student-driven management structure designed to fully engage students in reading and writing. Taken from Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in the elementary grades. Stenhouse Publishers: Portland, Maine.
4. : The structure is composed of five tasks: Read to Yourself Read to Someone Work on Writing Listen to Reading Word Work Taken from Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in the elementary grades. Stenhouse Publishers: Portland, Maine.
5. GOOD-FIT BOOKS A good-fit book for children is one they can read with 99 percent accuracy. We use the “I PICK” method to know which books are good-fit books for us. Taken from Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in the elementary grades. Stenhouse Publishers: Portland, Maine.
6.
7. The best way to become a better reader is to practice each day, with books you choose, on your just-right reading level. It soon becomes a habit. Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in the elementary grades. Stenhouse Publishers: Portland, Maine.
8.
9. Reading to someone allows for more time to practice strategies, helping you work on fluency and expression, check for understanding, hear your own voice, and share in the learning community. Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in the elementary grades. Stenhouse Publishers: Portland, Maine.
10.
11. Correct spelling allows for more fluent writing, thus speeding up the ability to write and get thinking down on paper. This is an essential foundation for writers. Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in the elementary grades. Stenhouse Publishers: Portland, Maine.
12.
13. Just like reading, the best way to become a better writer is to practice writing each day. Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in the elementary grades. Stenhouse Publishers: Portland, Maine.
14.
15. We hear examples of good literature and fluent reading. We learn more words, thus expanding our vocabulary and become better readers. Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in the elementary grades. Stenhouse Publishers: Portland, Maine.
16.
17. Things to remember about the Daily Five It develops STAMINA. Giving of support and giving of manageable tasks that gradually increase in time and resistance will help the students succeed more in reading and writing. It embraces THINKING. Our mind is something we always use in all forms of literacy. It is FUN! Students are empowered to make learning choices that engages them and allows them to direct their own learning.
