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DAILY 5The Daily 5 helps students develop independent literacy habits, so the teachers are free to work with small

groups, have individual conferences, or assess individual students. “It is about

developing shared awareness and instructional routines with students, while balancing students’ needs for

choice and independence” (Boushey & Moser, p.14).

Students will each

have a colour which

represents their

activities to chose

from. Each colour

represents a different

grade level to

accommodate for all

students and provide

students with appropriate

grade level material.

• BLUE: below grade level

• YELLOW: grade level

• GREEN: above grade level

STUDENT DIVISION

DAILY 5 SIGN UP SHEET

• Read to Self• Work on writing• Listen to reading• Read to someone

• Word Work

 This sheet is used weekly as a DAILY 5 Sign up sheet. Each day during Language time when students have time to work on Daily 5, they pick one activity. They will write their name on the sign up sheet for that activity. At the end of the week, students should make sure that their name appears under a variety of headings to ensure they are practicing all of the different skills.

Students will have a wide variety of

reading materials to choose from.

Each book will have a colour

sticker on it, making it easy for

students to select the appropriate

level they are at. Choices of

books will include fiction and non

fiction books, graphic texts, picture

books, etc. Books will be switched

up throughout the year to reflect

student interests or topics being

covered in other subject areas.

Students will choose a book

according to their colour. They may

only have time to sit and read the

book to themselves. If students have

more time, follow up activities will be

provided for each colour level, and

students may choose what they

would like to complete. Teachers will

provide a variety of graphic

organizers that fit each level.

Students may choose any one they

like, and the amount of information

included may also be varied based

on skill level.

READ TO SELF

READ TO SELFBelow Grade Level (BLUE):

• Very basic comprehension questions

• Retelling the story orally

• Graphic organizers filled out very basically (possibly the ones that include drawing opportunities)

Grade Level (YELLOW):

• Summaries

• Graphic Organizers

• Simple comprehension questions

Above Grade Level (GREEN):

• Book report (Can be stretched into a project lasting multiple days)

• More difficult comprehension questions

• Create your own comprehension questions

• Detailed graphic organizers

Each colour group will have

their own journal task that will

be completely to their ability

level. On the coloured card, the

students will be told what they

are required to include in their

journal entry. After students

obtain their coloured card, they

will go to spin the topic wheel

that will determine what they

will write about in their journal

entry.

WORK ON WRITING

Blue Group: Yellow Group:Use at least 2 words from the word wall Use at least 4 words from the word wallWrite 3 sentences and include 2 of the “five w’s” Write 4 sentences using the “five w’s”

Use 1 linking word Green Group:Use at least 5 words from the word wallWrite 5 sentences using the “five w’s”Use 2 linking works  

1. Listen to reading on an iPad Many schools have memberships to the Raz-Kids program at www.ras-kids.com. Raz-Kids is a website but also has an iPad app where students have the option of reading the book themselves, or to have the book read to them by the website while the student wears headphones to avoid distracting other students.

Prior to setting the students up on this, the teacher needs to have an idea of what level each of the kids is reading at by doing a PM Benchmark beforehand.

Once the student is set up, a variety of level-appropriate books are presented to them that they can listen to.

A colour coded difficulty system would not be necessary for this because the teacher chooses the level that the child should be reading at.

2. Listen to reading on computers Raz-Kids can also be used on computers. Again, headphones should be used to prevent distracting other students. Tumblebooks is a great website that has a variety of stories on it such as non-fiction, fiction, etc. This too needs a subscription.

The issue with Tumblebooks is that the students choose whatever book that they want. Therefore, they could be listening and following along to books that are much too difficult or easy for them. It offers a lot of choice, but it would be difficult to have a colour coded level system for this.

LISTEN TO READING

3. Listen to reading on Tape or CD Of course, there is always the “old school” way of listening to reading on a tape deck or CD player. This is very similar to the previous options in the sense that the child follows along in a book while a pre-recorded voice reads them the book.

This method of listening allows the teacher to use the colour coded difficulty system. A teacher can have a blue bin with below grade level books, a yellow bin with grade level books, and a green bin with above grade level books. Because primary students do not always put things back in the appropriate bins, it would be helpful for teachers to tape the corresponding colour of construction paper to both the book and CD or cassette to help students figure out where to return it when they are done.

LISTEN TO READING

*Note: Only the Listening to reading on tape or cd uses our colour coded system because Tumblebooks allows children to choose whatever book they want at any level. Raz-Kids gives students a reading level and the website chooses appropriate books for the students to listen to.*

READ TO SOMEONEHow it works

Check for Understanding: Students have 1 book and they read part

of the book, and then take turns checking for understanding.

I Read, You Read: Students have 1 book, one partner reads, and

then the other partner reads the same part. This helps improve

fluency.

Read Two Different Books: Students have 2 books, they read a part

of their book, then take turns checking for understanding.

Teachers should first model and teach “EEKK” and the appropriate soft reading voiceStudents:• Sit EEKK (Students should sit elbow to elbow, knee to knee)• Use a soft voice• Read the whole time• Stay in one spot• Get started right away

READ TO SOMEONEDirections: Choose two activities from the menu below. The activities must

total 10

points. Place a checkmark next to each box to show which activities you will complete.

2 Points

Practice reading your story with expression and in a boring voice. Discuss which voice

sounds better. Take turns reading your book using different voices. Discuss which

voice works best for the main character. Present your book talk to your partner.

 5 Points

Take turns acting out scenes from your story. Find a section of your story that has a

lot of dialogue. You and your partner read that section like a play.

8 Points

Conference with your buddy using your Buddy Planning Sheet.

While reading your story to each other, find a beat that fits the story. Then turn the

story into a song using that beat.

 

 

 

 

 

 

 

 

Below Grade Level (Blue): Students

would choose easier books, maybe with

more pictures. A follow up activity would

be to ask the 5 “W” questions, who,

what, where, when, why and how?

At Grade Level (Yellow): Students would

choose slightly more difficult books, and

have some follow up work to do such as

easy summaries, or graphic organizers

to determine characters, problem etc.

Above Grade Level (Green): Students

would choose the most difficult books

such as chapter books, and have more

detailed comprehension questions to

answer. They may even choose to do a

book report, or a fact sheet for a non

fiction book.

Overall Reading Expectations: Grade 2

• Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

• Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

• Use knowledge of words and cueing systems to read fluently;

• Reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading

READ TO SOMEONE

Word work is a time where students can focus on spelling and vocabulary and practicing making words with sounds, families, and various other hands on strategies. It is a method of learning to both read and write that appeals to many different learning styles, specifically visual, and kinesthetic because you write words, make words and use manipulatives to build words.

 

Positives and Negatives of using Word Work:

 

The various ways you can make and build the words are a great asset to this part of the Daily 5, as well as the fact that you can differentiate the tasks by changing the actual task (building, writing, using different materials), and change the difficulty (harder words, tracing, copying, making your own, etc).

 

The drawbacks to Word Work, are that it is hard to keep an eye on every student and the tasks are so varied that it gives opportunity for silliness and extra volume in the classroom. It is harder to monitor all groups when they are doing word work and may lose focus on the actual task at hand. Instead of writing words they are supposed to be working on and learning, they may just write their own or friends names, or other things that they should not be. Since this part of the Daily 5 requires materials, there are only so many materials to go around and you may run out of them for your students.

WORD WORK

Blue – Below Grade Level:

-Use word cards with dolce words and copy them (him, her, etc)

-Copy word families ( _at words (cat, bat, sat), _ag words (bag, sag, rag, tag) etc

-Use a word wheel to create words

-Phonemic sounds with words (breaking down words by each sound each letter makes)

-Create and copy 2 and 3 letter words

-Take out toys that have sounds like d or k single letters and beginning sounds (dog, kite etc)

-Trace words (dolche words, simple short words)

-Match up pictures with words (picture of a cat with the word cat)

-Trace the word, copy the word, make the word, match up pictures with word families and letter on it (pictures of hat with the letter h, cat the letter c, rat with the letter r, with AT word family and saying the word),

-I spy words with sounds (find words that have the letters d, k, l, etc)

-Match letter sounds with pictures f fan c cat

Yellow – Grade Level:

-Copy and write word wall words using letter magnets, markers, other manipulatives

-Break down large words into smaller ones (Scarecrow – scare, care, row, are, etc.)

-Cut out words of the week with play dough

-Write and create 3 letter words and up

-Take out toys that have group sounds (sh - shark, ch - cheetah)

-Copy words with shaving cream (cover a desk with shaving cream and write the words in the cream)

-Match up a picture with words and copy them (hat with a picture of a hat)

-Copy the word, make the word, write the word, I spy game (I spy a word that is part of the word family AT (Cat, Bat, Sat, etc, in a list that has words that are also not part of the family such as car, chair, etc)

-Take the plastic Easter eggs you get (kinder surprise) and write word families (at, ar, and) and random letters (f, r, d, s) to make words (fat, rat, sat, far, sand)

WORD WORK

WORD WORKGreen – Above Grade Level:

-Make words from things around the room or that they find in books that they find in a bunch of words 4 letter words and up,

- Create words that start with a vowel, start with a consonant,

- Copy the word, make the work using various materials, write the word, and I spy (see grade level) with compound words

- Write and create words in a sentence (use words from word wall, or books in complete sentences)

- Put a bunch of letters in a bottle and get them to spin it. Write out any words they see after each spin.

Materials: There are an endless amount of materials you could use for word work, and you can use basically any item that you can make words out of and manipulate. Here is a short list of some things that you should maybe have in your classroom for your students to do word work however.  -Play dough, letter magnets, markers, tracers, word ladders, shaving cream and or sand, plastic letters