The Daily 5  
             The Daily Five is a research based method of structuring the reading block so every student is independently engaged in meaningful literacy tasks.  These tasks focus on those skills that will have the biggest impact on student reading and writing achievement, as well as fostering children who love to read and write. Students receive daily whole group instruction as well as independent practice time to read and write independently. The Daily Five is comprised of the following:

    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".  These books may include books from the class library, basal stories, or poetry.  Students will read books independently from their Book Boxes.  These Book Boxes are composed of books they choose from different leveled piles. Students will "shop" for new books weekly or when needed.
    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. They may read the basal story, books from each others Book Boxes or books from the Social Studies/Science Theme Tubs.  Each student will have the chance to be a "Coach".
    Listen to Reading 
            Hearing good examples of literature and fluent reading expands your vocabulary, builds stamina and helps you become a better reader.  Students will be able to listen to books via the CD player with headphones, teacher read books or the computer. 
    Word Work
            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.  See our Differentiated Word Lists link to see what kind of activities we will be doing.  
    Work on Writing
            Just like reading, the best way to become a better writer is by practicing writing each day.  Students can work on an existing writing piece or write about a topic of choice. They will create a writing notebook consisting of their own and teacher generated writing pieces.  See our Writing link to see more.

    I PICK "Good Fit Books"

            The students are taught from day one about choosing and selecting books that are just right for their reading level.  They are called "Good Fit Books".

    1. I pick a book

    2. P urpose (What's my purpose for choosing this book? )

    3. I nterest (Does this book interest me?)

    4. C omprehend (Can I comprehend what I'm reading?)

    5. K now (Do I know most of the words?)
    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 emerging 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 (comprehending).

            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 wooden check stick.  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 stick and this time they "check for understanding".  This is what we call "coaching".
    Book Boxes

            Each student in my room has a book box. Their book box contains "Good Fit Books" they have chosen.  I let my class "Shop for Books" each Friday morning.  They LOVE this part and they can't wait to choose new books each week.  This builds a sense of responsibility and provides these young readers  a way to monitor their own reading abilities. 


    Building Stamina
            Many parents are amazed to hear their child speak about building "stamina".  It's not a typical word you hear second graders say!  When I begin teaching The Daily 5 parts, the first time I 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. The students "build stamina" for each of the Daily 5 parts. 
    What Is the teacher doing
    during Daily 5 - CAFE?   
            Explicit modeling, practice, reflecting and refining takes place during the launching phase, preparing the foundation for a year of meaningful content and instruction tailored to meet the unique needs of each child. After weeks of modeling, practicing, and building stamina for each Daily 5 part, the students become very independent. They know these routines, 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 independence allows me to work with students one on one, in CAFE groups, or Guided Reading.  I can give assessments such as DRA's (Developmental Reading Assessment), or DIBELS (Dynamic Indicators of Basic Early Literacy Skills) tests.  I can confer with students individually to discuss how they are developing as readers and writers and discuss their goals giving more meaning to their learning. 
    CAFE or FACE
            CAFE or FACE is an acronym for Fluency, Accuracy, Comprehension and Extended Vocabulary. Gail Boushey and Joan Moser developed this system which allows even the youngest readers to self-monitor their progress, and chart their goals within the larger context of classroom community.  


    The Daily 5 and CAFE books by Gail Boushey and Joan Mosher: