2. In the Daily 5 book, they suggested a specific order for
launching Daily 5 by starting with Read to Self, then Read
to Someone, Work on Writing, Listen to Reading and Word
Work. They have now changed the order. Introduce Read to
Self first and then launch Work on Writing second. After
that, there is no certain order, it is your choice and depends
on the group you have and the content you want to
practice.
Another significant change from the book is to introduce
student "choice" once Read to Self and Work on Writing
are introduced and before we add another Daily. Here is
why: it is much easier for students to start learning and
choosing between two Daily 5 choices rather than five.
Introducing choice early on increases motivation and
engagement.
3. The writing component of the Daily Five provides
additional support children require to become
effective writers. Its purpose is to provide daily
writing practice.
4. Students:
Write the whole time.
Stay in one spot.
Work quietly.
Get started right away.
Choice of what to write.
Underline words we’re not
sure how to spell and move
on.
Work on stamina.
Work with students
Teacher:
Work on Writing
Independence
5. Focus Lessons
Day 1
Model what to do when writing words you
can't spell.
Day 2
Practice where to sit & what materials to use
6. Day 3
What to write about…
Make a list of topics
Make a list of forms
Post lists for students’ reference
Day 4
Continue to teach the forms and traits
of writing according our curriculum.
7. Once a focus lesson is taught, students work on
writing – building stamina.
Add a few minutes each day
8. Name Mo Tu We Th Fr
Gracie W RS R L W R
Melissa RS W L WW W RS
Lauren W RS R WW W R
Nick H. W R RS WW L W
Jessie J. RS W R
Carrie R WW W
Ashden R W WW
Emma RS R L
Isaiah RS WW W
Daeton W W W
R: Read to Self WW: Word Work RS: Read to Someone L: Listen to Reading W: Work on Writing
