THE DAILY 5 OUTLINE NOTES!

CHAPTER 1
THAT WAS THEN, THIS IS NOW; HOW THE DAILY 5 AND CAF HAVE EVOLVED
THE BEGINNING
Many classrooms had the students work on Busywork, something to keep them
occupied as the teacher would meet with a group of students or finished paperwork.
Unfortunately, there would be many distractions around the classroom. Causing the
teacher to be running around the classroom and the students loosing learning time.
Therefore, Gail Bousey & Joan Moser The 2 Sisters came up with the Daily 5 so it
can benefit the students and teacher during reading and writing time. This
correlates with CAF which stand for Comprehension, Accuracy, Fluency, and
Exploring Vocabulary.
Since the Daily 5 gives the students a choice I PICK Good-Fit Books is also
introduced. This stands for I select a book and look it over, inside and out, Purpose:
Why might I want to read it? Interest: Does it interest me? Comprehend: Do I
understand what I am reading? Know: Do I know most of the words? Through all of
this the students are able to become independent readers.
WHAT CHANGED?
The difference is our integration of the routines and framework weve come to call
the Daily 5. Having the students become independent readers being able to
improve their reading skills. Discovering that the way a teachers structure the
learning environment and the way students spend their time influence the level of
reading proficiency the students attain at the end of the year. Now we have to trust
that our students have the skills and desire (from age 5) to accept the challenge of
making thoughtful choices during sustained independent work periods.

MANAGEMET
ELEMENT
Teaching and
Learning New
Behaviors

Expectations
about the
Students

MANAGEMENT: HOW WE HAVE EVOLVED

OUR FIRST YEARS
TEN YEARS LATER
OF TEACHING
Behavior would be We taught and
mentioned once
practiced the
and the students
behavior once or
would be expected twice, then
to know them.
expected the
students to know
them.
We thought the
We thought some
students would
students would
already know the
know appropriate
appropriate
behavior but
behavior
would only spend

NOW WITH DAILY 5

We teach and
practiced the skills
until the behaviors
become a habit.

We know everyone
is different and
spend at least 20
days to build the
foundation and

THE DAILY 5 OUTLINE NOTES!

one or two lesson
teaching the ones
that didnt
Monitoring Student
Behavior

We would tell
students if they
were doing a good
job or not.

Whole-Group
Management

Awarded class
points for desired
behavior

Small-Group
Management

Awarded table
points and wrote
them on the board

Individual
Management

Awarded individual
star cards for
desired behavior

Student Not
Exhibiting Desired
Behavior

Asked individual to
flip card from
green to yellow to
red for the whole
class to view.
Would stay in for
recess with head
down
Students had an
external locus of
control. Gave
rewards for
behaviors children
expected to
exhibit.

Locus of Control

Some students
would be able to
monitor their own
behavior but
continued to
monitor the
challenging
students
We would praise
children for
expected behavior
and would have a
student record the
points
One student was
design the leader
at the table and
would record
points on a chart
Individuals
recorded points
when we said they
earned them.

Made check marks

on clip-board
where the student
would see it. Once
they reached 3
marks they would
lose their recess
time.
We started to
teach students
how to monitor
some behaviors
and the reasoning
behind them

assessing the
needs of a
particular group of
children.
All student selfmonitor their
behavior. Setting
behavior goals at
the end of each
round of the Daily
5
No points need to
be given. The
whole class
practices, defines
and knows how to
perform desired
behavior.
No points.
Students
encourage one
another to practice
desired behavior
Individuals selfreflect and confer
with us about the
particular behavior
goals they are
working to achieve
This desired
behavior would
become the
students goal. The
student will be
able to practice it
for a short amount
during recess.
Students have an
internal locus of
control students
have a sense of
urgency with their
time, learning, and
behavior at school
and hold one
another

THE DAILY 5 OUTLINE NOTES!

responsible by
encouraging and
building each
other up
THE DAILY 5 EVOLVED
Margaret Mooney from New Zealand had mention 5 task that a student could do
while the teacher met with a group. As they did more research on how well it would
work the discovered that students should spend 90 minutes of high-success reading
in order to achieve. Not only that but they would also have to have comprehension
and accuracy. 90 minutes is an eternity to students therefore, stamina needs to be
build.
WHAT SETS THE DAILY 5 APART?
Instead of having the students work on different type of busywork the students are
learning on how to build their stamina and independence in each of the Daily 5
tasks so they can fully engage meaningful, authentic reading and writing for an
extended time. It is steeped in choice, which increases motivation and student
intellectual engagement.
OUR LEARNING LINE
WHAT THE REST OF THE STUDENTS ARE DOING
SEAT WORK

CENTERS

WORKSHOPS

DAILY 5

Students
Time:
Busywork
BUSYWOR
K

Teachers
Time:
Creating/Corre
cting
Student Work

Students
Time:
Reading and
Writing
Teachers
Time:
Working with
Students

READING AND
WRITING

THE DAILY 5 OUTLINE NOTES!

WHAT SETS THE DAILY 5 APART
Students

Teacher

AN OVERVIEW OF THE DAILY

When starting to incorporate the Daily 5 into the classroom always start by
launching Read to Self. Then follow the 10 steps to independence and start to build
Read-to-self stamina. Having a limited number of minutes so the students can
sustain reading and adding to the minutes of stamina daily.
HOW DAILY 5 AND CAF FIT TOGETHER
During the whole group the strategies will be instructed and the students will then
have a choice on which one they would want to participate in. Each of the Daily 5
has one of the strategies that the student is able to practice on in order to improve.
They will have the choice of what they would want to practice on as they will set
goals for themselves to be able to achieve. As a teacher we will be able to identify
the skill and strategy the students need the most and be able to teach it during the
focus lesson.

CHAPTER 2
OUR CORE BELIEFS: THE FOUNDATION OF THE DAILY 5

TRUST AND RESPECT

Learning requires respect and trust between the teacher and student. We
should take time to build trust and demonstrate respect which is the
foundation on how all other elements of learning are built. EACH CHILD IS
WORTHY OF TRUST AND RESPECT!
COMMUNITY
Creating a great classroom environment is extremely important and it all
starts from the first days of school and continues to develop as the class
share activities and lessons.
CHOICE
Identified as a powerful force that allows students to take ownership and
responsibility for their learning. Studies indicate that motivation increases
when students have opportunities to make choices about what they learn and
when they believe they have some autonomy or control over their own
learning. As motivation increases so does sucess
OUR LEARNING LINE

THE DAILY 5 OUTLINE NOTES!

Trust
R-E-S-P-E-C-T
SEAT WORK

Choice

CENTERS

WORKSHOPS

DAILY 5

LOW Trust and

Respect LOW
Choice
BUSYWOR
K

Teachers Time:
Creating/Correc
ting
Student Work

HIGH Trust
and Respect
HIGH Choice

READING AND
WRITING

Teachers
Time:
Working with
Students

ACCOUNTABILITY
Is a two-way street, we need to be able to teach our students what it looks,
feels and sounds like to participate in the productive task that they have
chosen. The students will then be accountable of selecting their own work
place and being able to work independently while working on their stamina.
BRAIN RESEARCH
The reason for the short length of the focus lesson is because it has been
proven that its the brain-compatible learning time.
TRANSTITIONS AS BRAIN AND BODY BREAKS
How to keep the students engage?

CHAPTER 3
10 STEPS TO TEACHING AND LEARNING INDEPENDENCE
1. IDENTIFY WHAT IS TO BE TAUGHT
2. SET A PURPOSE AND CREATE A SENSE OF URGENCY
3. RECORD DESIRED BEHAVIORS ON AN I-CHART
READ THE WOLE TIME
STAY IN ONE SPOT GER STARTED RIGHT AWAY
WORK QUIETLY BUILD STAMINA

THE DAILY 5 OUTLINE NOTES!

4.
5.
6.
7.
8.
9.

MODEL MOST-DESIRABLE BEHAVIORS

MODEL LEAST-DESIRABLE BEHAVIORS, THEN MOST-DESIRABLE AGAIN
PLACE STUDENTS AROUND THE ROOM
PRACTICE AND BUILD STAMINA
STAY OUT OF THE WAY
USE A QUIET SIGNAL TO BRING STUDENTS BACK TO THE GATHERING
SPACE
10.
CONDUCT A GROUP CHECK-IN; ASK, HOW DID IT GO?

CHAPTER 4
WHAT DO YOU NEED TO BEGIN THE DAILY 5?
CHIMES THE QUIET SIGNAL
CHART RACK OR INTERACTIVE WHITE BOARD
TOOLS NOT TOYS
BOOK BOXES
A GATHERING PLACE AND FOCUS LESSONS
I-CHARTS
CLASSROOM DESIGN

THE DAILY 5 OUTLINE NOTES!

LOW TABLE FOR FLOOR SITTING

REGULAR TABLES WITH CHAIRS
HIGH COUNTER FOR STANDING
COMFORTABLE CHAIRS OR A COUCH OR LOVE SEAT
AREA RUGS FOR SPARWLING
A LOFT WITH SEATING ABOVE AND BELOW
A FEW SINGLE SEATS IN SPOTS WITH PRIVACY AND REDUCED
DISTRACTIONS