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The beginning of chapter one describes two different classrooms scenes.  One scene depicted Gail and Joan’s classrooms prior to Daily Five and the other was their room after Daily Five was in place.  Think about your classroom or a classroom you have observed, what do you notice? 

Look at Figure 1-1 (p.8-9). Where does your class and teaching style currently fit?  Where would you like for it to be? 

Looking at your current schedule, how much time is given to your students to engage in the task of reading (not instructional time, but true reading)?  Are you satisfied with the amount of time your students have to read? 

What sets Daily Five apart from other management/literacy structure models?  

Figure 1-4 (p.14) shows a diagram of the Daily Five literacy block.  This varies from classroom to classroom, and has been adapted to meet the needs of beginning and intermediate learners. Often, beginning readers have 3-4 rounds while intermediate have 2-3.  Look at your schedule and see how you can make this work for you.  How many rounds of Daily Five will fit in your schedule?  (Remember, focus lessons are brief. In addition, you will need to have time for student sharing.)

Chapter 2: From "Management" to "Principal Habits": Foundations of the Daily Five

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