The Impact of Daily 5

Introduction

I have seen first hand the benefits of Daily 5, as have the initiators of the programme when they first started it.
In this article I focus in on one particular student in my class this year.
For privacy, I will call this student Jake.

Jake is a student that many classes will have. He is a Māori boy from a relatively large family. While he experiences a degree of poverty each day, he is well kept, well clothed, and generally has lunch. At times he is truant from school, but generally enjoys his days here, and has a good mix of friends. He gets along well with everyone, and treats others with respect. He can get angry at times, but doesn’t over react.

Academically, Jake has struggled with Reading since starting school. Over the years he has been a part of various different literacy initiatives to try and get him up to a sustainable reading level so that he can keep up with his chronological age, and his peers. His Writing ability is similar to that of Reading, and while he has reasonably good spelling, he wouldn’t be considered a ‘confident writer’.

What is Daily 5?

Daily 5 is based completely around five activities linked directly to improving student’s Literacy. They are: Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Word Work. The combination of these five activities provide a solid foundation for all students to work independently and at a suitable level for them. The ability for students to choose their own activity allows for intrinsic motivation for learning, and sets these students up to become independent learners.

In Daily 5, there are ample opportunities for students to read and to practice reading. Using the CAFE menu (Comprehension, Accuracy, Fluency, Expand vocabulary) as a structure, teachers can provide students with strategies to help them with their reading specifically tailored for that student.

Daily 5 also provides opportunities for students to write, and write, and write. Students are motivated by choosing what they write about, and then whole class teaching focusses in on general trends noticed in the class, or specific lessons on different genres.

Full Article

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Read the full article here:
[icon name=”file-pdf-o” class=”” unprefixed_class=””] The Impact of Daily 5.pdf (401kb)

If you enjoyed this article, there will be another one published next week with the findings from this year (2016). Keep an eye out for it soon!