The best part about using the Daily 5 components: Students spend most of their time READING to themselves, READING with others, and listening to fluent and expressive READING! It also lends itself well to differentiation. I don’t ask all students to practice word work or writing work daily BUT have conferences with particular students that need this extra support.
After the mini-lesson, students select 2 choices for Reader’s Workshop that day.
I have a chart where students make their choice. If they are reading with me in their small group, I put a card in place so that they are aware of this before they make their choice. As we get comfortable with this procedure, they will do this part too. They may choose any of the following if they are not reading with me:
Choice #1: Read to Self We have an anchor chart we created together as a class to define what this should look like and what the students and teacher will do during this time. The most important aspect is that the students understand that the best way to become a good reader is to READ! They are held accountable for reading “just-right books” from their individual book buckets.
Choice #2: Read to Someone Again, we have an anchor chart we created together as a class to define what this should look like and what the students and teacher will do during this time. We go through the procedure of: how to choose a partner. How to sit with a partner (EEKK), how to check each other for understanding, and how to be a coach to your partner. We spend a few weeks really modeling these and role playing how it should and shouldn’t look. The students LOVE this reader’s workshop choice and I want it to be a successful time for them. This time allows for more time to practice strategies, helps to build fluency, check for understanding, to hear their own voice and gives time to share reading as a learning community.
Choice #4: Work on Writing Just like reading, the best way to become a better writer is by practicing writing each day. For this choice, students may continue work on a piece of writing they started in Writer’s Workshop. I also have various writing choices for those students who love to write and want time to do more writing beyond the Writer’s Workshop. Many times I’ve taught a skill using a mentor text. Students are welcome to explore mentor texts as they create writing in this choice. I keep various mentor text on a bookshelf for easy reference.
Choice #5:Word Work For this last choice, students have time to play word games and manipulate letters to create patterns in words so that words are easily recognized. There are many worthwhile literacy centers that support 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.