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Daily Five, The (Second Edition): Fostering Literacy in the Elementary Grades: Fostering Literacy Independence in the Elementary Grades
Do you love teaching but feel exhausted from the energy you expend cajoling, disciplining, and directing students on a daily basis? If so, you'll want to meet “The Sisters”, Gail Boushey and Joan Moser. Based on literacy learning and motivation research, they created a structure called The Daily Five which has been practiced and refined in their own classrooms for ten years, and shared with thousands of teachers throughout the United States. The Daily Five is a series of literacy tasks (reading to self, reading with someone, writing, word work, and listening to reading) which students complete daily while the teacher meets with small groups or confers with individuals.
This book not only explains the philosophy behind the structure, but shows you how to carefully and systematically train your students to participate in each of the five components.
Explicit modeling practice, reflecting and refining take place during the launching phase, preparing the foundation for a year of meaningful content instruction tailored to meet the needs of each child.
The Daily Five is more than a management system or a curriculum framework; it is a structure that will help students develop the habits that lead to a lifetime of independent literacy.
331 pages, Kindle Edition
First published January 1, 2006
321 people are currently reading
1701 people want to read
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Displaying 1 - 30 of 345 reviews
September 1, 2019
I read this book five years before I retired from teaching. The second edition is a huge improvement over the first edition. It's more organized, has several colour photos, and it includes a chapter about Math Daily 3 - something all math teachers must check out! I wish I had this as a resource when I was training in university! I encourage all teachers, especially those teaching K-6 to give this book a try! It will change how you teach reading (and math) forever!
August 8, 2014
I was excited when I saw there was going to be an online public read of this book at the CAFE Book over at We Read, We Blog, We Teach. I like activities like this. I downloaded the Kindle version of this en vogue educational book.
I came to the Daily 5 knowing nothing about it. It took until chapter 3 before I got a good sense as to what it is. For the most part, the Daily 5 is what we have been doing in the classroom already. A couple of the middle chapters organized my thoughts around a few things, which was helpful.
I kept asking myself what would keep a student from choosing to do the same activity(ies) over and over and always avoiding a specific one (writing, for instance). I am now finished the book and have the same question.
The book has a dearth of content. The bulk of the book describes common sense behaviors and dialogue that is modeled over and over. It is that "teachery" talk that normal folks (including this teacher) loathe.
This is not a bad book, but it is not earth-shattering either, like so many seem to profess. While I do not use the Daily 5 as it is described, my students do revolve through all those activities . . . just with a little more guidance/structure than the book outlines. I am comfortable with that.
The last two chapters read as filler. It's as though the Daily 5 could have been a blog entry/magazine article but to monetize the idea, it was lengthened with much nothing to stretch it "book length". The last 7% of the book was a bibliography. That further disappointed me. The Daily 5 did not finish strong, that is for certain.
Overall, I was not impressed enough to read the CAFE Book.
****
I read this again this summer. The above review stands.
I came to the Daily 5 knowing nothing about it. It took until chapter 3 before I got a good sense as to what it is. For the most part, the Daily 5 is what we have been doing in the classroom already. A couple of the middle chapters organized my thoughts around a few things, which was helpful.
I kept asking myself what would keep a student from choosing to do the same activity(ies) over and over and always avoiding a specific one (writing, for instance). I am now finished the book and have the same question.
The book has a dearth of content. The bulk of the book describes common sense behaviors and dialogue that is modeled over and over. It is that "teachery" talk that normal folks (including this teacher) loathe.
This is not a bad book, but it is not earth-shattering either, like so many seem to profess. While I do not use the Daily 5 as it is described, my students do revolve through all those activities . . . just with a little more guidance/structure than the book outlines. I am comfortable with that.
The last two chapters read as filler. It's as though the Daily 5 could have been a blog entry/magazine article but to monetize the idea, it was lengthened with much nothing to stretch it "book length". The last 7% of the book was a bibliography. That further disappointed me. The Daily 5 did not finish strong, that is for certain.
Overall, I was not impressed enough to read the CAFE Book.
****
I read this again this summer. The above review stands.
November 12, 2013
The daily five is something that we had followed in my 3rd grade self contained classroom during my internship. We did not do 'workstations" but instead, the daily five. This included reading to self, to a buddy, writing to self, guided reading, and that is as far as we got. I did have a moment to briefly look through the book, and absorb the information given to me from my teacher. The book goes far enough to describe to students how to pick a good book, one that you are interested in on your level. It also includes how to build that "stamina" when you are reading to self, and to others, as well as writing to self with a prompt from the teacher. I think it's very important to learn how to build that stamina because independent reading is absolutely necessary for a student to succeed in reading. However, I think that more reading strategies need to be incorporated and students need to be held accountable for their reading, writing, etc. There are different ways to do this, but I think that the daily five would be beneficial to students in addition to different workstations and word work.
May 6, 2011
My mom is a second grade teacher and school district reading/writing specialist. She teaches and conducts reading and writing workshops. I told her about this book before the start of school last year and she implemented it when school started. She has raved about how much this book has helped her class. My mom said her class is reading more and writing more than they ever have and they have made more progress than previous classes. My favorite story of my mom's use of this method was during the first week of school when the principal unexpectedly came into her class to make an announcement and asked her to gather her students. She used the chime and immediately all the kids stopped what they were doing and gathered. The principal was dumbstruck. He said it had taken all the other classes at least five minutes to gather. He was so impressed he wanted to know what my mom was doing. She told him about this book and was able to get permission to order books for all of the elementary teachers in her school. Now she has many teachers in the district using this method--and they all LOVE it! So do the kids.
This book is for teachers who do reading and writing workshops in their classrooms with mini-lessons. This is a classroom management system that is brilliant in its simplicity. The logic and theory behind "The Daily 5," is that the more children read and write the better they will become at reading and writing. No more scrambling every day to figure out center activities to keep kids occupied so the teacher can work with one small group at a time. I can see how this program could be adapted for teaching any concept and used in managing any type of class.
The students are slowly trained using an "appropriate/inappropriate" behavior method using frequent practicing of the desired behavior and gathering called, "check in" using a pleasant chime. The interesting part is that as soon as the teacher sees "off task" behavior during the first weeks of training--they immediately gather the students and have two students again show the "appropriate/inappropriate" model, then they try again. They never allow the kids to get into bad habits. The kids read and write more and more on their own and build "stamina."
The authors are two sisters who are also elementary school teachers. They have also written, "The CAFE Book: Engaging All Students in Daily Literary Assessment and Instruction."
This book is for teachers who do reading and writing workshops in their classrooms with mini-lessons. This is a classroom management system that is brilliant in its simplicity. The logic and theory behind "The Daily 5," is that the more children read and write the better they will become at reading and writing. No more scrambling every day to figure out center activities to keep kids occupied so the teacher can work with one small group at a time. I can see how this program could be adapted for teaching any concept and used in managing any type of class.
The students are slowly trained using an "appropriate/inappropriate" behavior method using frequent practicing of the desired behavior and gathering called, "check in" using a pleasant chime. The interesting part is that as soon as the teacher sees "off task" behavior during the first weeks of training--they immediately gather the students and have two students again show the "appropriate/inappropriate" model, then they try again. They never allow the kids to get into bad habits. The kids read and write more and more on their own and build "stamina."
The authors are two sisters who are also elementary school teachers. They have also written, "The CAFE Book: Engaging All Students in Daily Literary Assessment and Instruction."
August 6, 2012
So, I finally read it. I found myself skimming it more. I prefer Debbie Diller & Debbie Miller's stuff to this. If I were teaching older kids and forced to do just Literacy for my Morning Block, I would see the benefit of doing this. But, I am not. I will use some components from it, but will stick with my good old fashioned play centers. :-)
July 27, 2011
Basically good ideas, although this should have been labeled K-2. You could stretch it to 3rd, but to say it's relevant for 5th grade is unreasonable. You really need Fountas & Pinnell or Lucy Calkins to do justice to literacy education.
November 20, 2024
________________________________________
Book: The Daily 5
Author: Gail Boushey and Joan Moser
Rating: 2 Out of 5 Stars
As a teacher who’s particularly discerning when it comes to educational texts, I found The Daily 5 by Gail Boushey and Joan Moser to be… just okay. While the book offers some valuable strategies, many of the ideas presented felt a bit too familiar to me. For the most part, it reads as common sense, rather than groundbreaking material, and I didn’t feel like I learned much that was new. That said, the book does include some strong concepts that are worth considering, especially for teachers who are just beginning to develop their literacy instruction practices.
One of the ideas I appreciated most was the emphasis on minimizing worksheets. As someone who is always looking for more engaging ways to teach, I agree that worksheets often don’t serve students as well as interactive and creative activities. This focus on more hands-on, student-driven learning was refreshing.
Another strength of the book is its focus on parent involvement. Boushey and Moser underscore the importance of involving parents in their child’s literacy development, which is something I fully support. Having parents engaged in the learning process helps reinforce the work done in the classroom and fosters a more holistic approach to education.
The concept of student choice is another point I really appreciate. Giving students the ability to choose what they work on—within reason—can be a powerful motivator. The idea of "good fit" books is a cornerstone of the Daily 5 model, which encourages students to select reading material that aligns with their interests and reading level. I’m a fan of this approach because it helps foster a love of reading and ensures students don’t feel overwhelmed by material that’s too difficult or uninteresting.
Lastly, I can’t help but mention the appendices. I’m always grateful when a textbook includes practical resources and ready-made materials, and The Daily 5 does not disappoint. The extras provided in the book, such as lesson plans, checklists, and templates, make it easy for teachers to implement the strategies without having to create everything from scratch. For busy educators, this is a huge time-saver.
While I did appreciate some of the strategies in the book, there were also several aspects that left me frustrated.
First, I felt that the book placed too much emphasis on math and reading, to the detriment of other subjects. For example, the sample lesson plan in the book allocates just thirty minutes for a "flex block," where all other subjects (like science, social studies, or art) are taught. Given the importance of a well-rounded education, this was a bit troubling. I understand that literacy and math are crucial, but I firmly believe that other subjects deserve equal attention in a student’s day. The Daily 5 framework doesn't seem to offer much guidance on how to balance these other subjects effectively with the focus on reading and writing.
Another point of frustration for me was that the book often felt too basic, especially for teachers with experience. For example, the emphasis on choosing books that hold students' interest should be a no-brainer for most educators. I didn’t feel that this concept needed to be spelled out in such detail. More advanced ideas, or strategies for differentiating instruction, would have made the book more valuable for a wider range of teachers. As it stands, much of the content felt redundant to those already familiar with student-centered teaching practices.
Finally, while I understand the intent behind the Daily 5 structure, I felt that it was too rigid and didn’t offer enough flexibility for a broader, interdisciplinary curriculum. The framework excels at fostering independent literacy routines, but I believe it could benefit from more suggestions on how to integrate subjects or build a more comprehensive daily schedule. Teachers who are looking for a more holistic approach to instruction might find The Daily 5 too narrow in focus.
In conclusion, The Daily 5 is a solid resource for teachers, particularly those in early elementary grades or those just starting to implement literacy centers. The focus on student choice, parent involvement, and minimizing worksheets are all strong elements of the book. However, for more experienced educators, many of the concepts might feel overly simplistic or obvious. Additionally, the heavy emphasis on math and reading at the expense of other subjects may not suit every teaching style or curriculum approach.
Ultimately, while The Daily 5 offers useful strategies for building independent literacy routines, it may not be the best fit for educators seeking a more balanced or cross-curricular approach to instruction. Still, for those looking to improve their literacy practices and create a more student-centered classroom, it’s definitely worth a look.
Book: The Daily 5
Author: Gail Boushey and Joan Moser
Rating: 2 Out of 5 Stars
As a teacher who’s particularly discerning when it comes to educational texts, I found The Daily 5 by Gail Boushey and Joan Moser to be… just okay. While the book offers some valuable strategies, many of the ideas presented felt a bit too familiar to me. For the most part, it reads as common sense, rather than groundbreaking material, and I didn’t feel like I learned much that was new. That said, the book does include some strong concepts that are worth considering, especially for teachers who are just beginning to develop their literacy instruction practices.
One of the ideas I appreciated most was the emphasis on minimizing worksheets. As someone who is always looking for more engaging ways to teach, I agree that worksheets often don’t serve students as well as interactive and creative activities. This focus on more hands-on, student-driven learning was refreshing.
Another strength of the book is its focus on parent involvement. Boushey and Moser underscore the importance of involving parents in their child’s literacy development, which is something I fully support. Having parents engaged in the learning process helps reinforce the work done in the classroom and fosters a more holistic approach to education.
The concept of student choice is another point I really appreciate. Giving students the ability to choose what they work on—within reason—can be a powerful motivator. The idea of "good fit" books is a cornerstone of the Daily 5 model, which encourages students to select reading material that aligns with their interests and reading level. I’m a fan of this approach because it helps foster a love of reading and ensures students don’t feel overwhelmed by material that’s too difficult or uninteresting.
Lastly, I can’t help but mention the appendices. I’m always grateful when a textbook includes practical resources and ready-made materials, and The Daily 5 does not disappoint. The extras provided in the book, such as lesson plans, checklists, and templates, make it easy for teachers to implement the strategies without having to create everything from scratch. For busy educators, this is a huge time-saver.
While I did appreciate some of the strategies in the book, there were also several aspects that left me frustrated.
First, I felt that the book placed too much emphasis on math and reading, to the detriment of other subjects. For example, the sample lesson plan in the book allocates just thirty minutes for a "flex block," where all other subjects (like science, social studies, or art) are taught. Given the importance of a well-rounded education, this was a bit troubling. I understand that literacy and math are crucial, but I firmly believe that other subjects deserve equal attention in a student’s day. The Daily 5 framework doesn't seem to offer much guidance on how to balance these other subjects effectively with the focus on reading and writing.
Another point of frustration for me was that the book often felt too basic, especially for teachers with experience. For example, the emphasis on choosing books that hold students' interest should be a no-brainer for most educators. I didn’t feel that this concept needed to be spelled out in such detail. More advanced ideas, or strategies for differentiating instruction, would have made the book more valuable for a wider range of teachers. As it stands, much of the content felt redundant to those already familiar with student-centered teaching practices.
Finally, while I understand the intent behind the Daily 5 structure, I felt that it was too rigid and didn’t offer enough flexibility for a broader, interdisciplinary curriculum. The framework excels at fostering independent literacy routines, but I believe it could benefit from more suggestions on how to integrate subjects or build a more comprehensive daily schedule. Teachers who are looking for a more holistic approach to instruction might find The Daily 5 too narrow in focus.
In conclusion, The Daily 5 is a solid resource for teachers, particularly those in early elementary grades or those just starting to implement literacy centers. The focus on student choice, parent involvement, and minimizing worksheets are all strong elements of the book. However, for more experienced educators, many of the concepts might feel overly simplistic or obvious. Additionally, the heavy emphasis on math and reading at the expense of other subjects may not suit every teaching style or curriculum approach.
Ultimately, while The Daily 5 offers useful strategies for building independent literacy routines, it may not be the best fit for educators seeking a more balanced or cross-curricular approach to instruction. Still, for those looking to improve their literacy practices and create a more student-centered classroom, it’s definitely worth a look.
May 31, 2010
I have spent most of a school year implementing the daily 5 management system. I find that this will work for most students, and is a positive system for children to learn to become more independent in reading and language arts. I was amazed this year that I had more students that wanted to read to self and looked forward to the time to do this. I loved the read to someone section also. I used my own coaching sheets and students were very successful reading to each other. However, there are just some children that can't partner without causing some disruption. I found that the only solution for some is to set up their partners for them. Luckily, I had a very bonded class and found it easy to find willing students to switch partners or activities to help each other out. I also implemented the listening to reading and working with words strategies. Our schedule didn't allow for more time and I didn't use the writing during this time period. I do have one suggestion... Often we implement a program without reading every chapter before we begin. I figured I can read some as I go along and wing it. Well, I wish I had read all of the chapters before starting. It would have helped to solve some management issues. The program is not foolproof -- My ADHD child will still disrupt and have to have special placement and teacher time. However, those students who have the ability to be focused on school work will spend their time working well in this time period... That is until spring fever sets in and then we start again! The book is well worth reading and is useful for any elementary teachers.
August 9, 2012
Wow. That's all I can say. Wow.
First, I just read a professional development book in a few hours. Second, it was awesome! I am very interested in putting the Daily 5 into practice this school year. I do or have done most elements of the process, but not all at the same time and not with the population of students I have now.
I quickly and deeply related with their stories of assigning (and grading) mounds of busy work, then not even being able to have a successful, uninterrupted small group. I spent WAY too much time creating and managing center activities. Days, months, years...just to do it again the next year...and hate it. There. I said it. I am a primary grade teacher and I HATE CENTERS!
The Daily 5 seems right in line with Common Core standards (which we have adopted this year) and fosters independence. I love that students have choice, learn to work independently and take stock in their own and their classmates learning.
May favorite, and I am sure will be the most used, section of The Daily 5 is the appendix. The authors included easy to follow charts for launching each component and an idea for how te first several weeks of training/practice could play out.
The Daily 5 is simple and efficent. The research base is sound and strong. I cannot wait to start implementing The Daily 5. This may be my most productive year yet! =]
First, I just read a professional development book in a few hours. Second, it was awesome! I am very interested in putting the Daily 5 into practice this school year. I do or have done most elements of the process, but not all at the same time and not with the population of students I have now.
I quickly and deeply related with their stories of assigning (and grading) mounds of busy work, then not even being able to have a successful, uninterrupted small group. I spent WAY too much time creating and managing center activities. Days, months, years...just to do it again the next year...and hate it. There. I said it. I am a primary grade teacher and I HATE CENTERS!
The Daily 5 seems right in line with Common Core standards (which we have adopted this year) and fosters independence. I love that students have choice, learn to work independently and take stock in their own and their classmates learning.
May favorite, and I am sure will be the most used, section of The Daily 5 is the appendix. The authors included easy to follow charts for launching each component and an idea for how te first several weeks of training/practice could play out.
The Daily 5 is simple and efficent. The research base is sound and strong. I cannot wait to start implementing The Daily 5. This may be my most productive year yet! =]
December 11, 2022
I’ve wanted to read this book for years, ever since I saw a teacher on Instagram rave about it. I finally managed to get a copy (thanks to school). This book was easy to read, something I didn’t expect from a ‘textbook’ about a teaching practise. However, I was disappointed to find that the content of the book doesn’t fit in with the ‘Science of reading’ approach which is the current, proven best method for teaching students to read, write and spell. So, I won’t be implementing this structure in my room. I will however, take parts of this book (barometer children, reading stamina strategies etc) and using them in my future classrooms!
October 7, 2022
This is a recommended book in our school district to help establish and foster literacy for elementary students. It’s a good routine, but it seems to be aimed more at early primary ages. There are good principles that I can use with my fifth graders.
October 1, 2018
If you've been an elementary teacher for most of your career, or just starting out, this book is for you. It simplifies and organizes your Language Arts programs in easy and attainable ways so the children "know" what the classroom expectations are, have choices throughout the week's schedule, become in charge of their learning, and know when and how to get help. Instead of being teacher-driven, it is student-driven which makes the kids invested and engaged in their learning. The Daily 5 consists of : 1. Read to Yourself
2. Read to Someone
3. Work on Writing
4. Listen to Reading
5. Spelling and Word Work
There is always a short whole group lesson, then independent student work for a 30 min. block. You can reconvene for another whole group lesson, and continue additional independent work.
During the student independent time, teachers meet with children individually or in small groups based on guided reading, guided writing, or assessing and conferring - while the rest of the class is focused (in the best of classroom worlds).
JUST GET IT - YOU WILL BE SO HAPPY YOU DID. YOUR SANITY AND CLASSROOM WILL BE CALM!
2. Read to Someone
3. Work on Writing
4. Listen to Reading
5. Spelling and Word Work
There is always a short whole group lesson, then independent student work for a 30 min. block. You can reconvene for another whole group lesson, and continue additional independent work.
During the student independent time, teachers meet with children individually or in small groups based on guided reading, guided writing, or assessing and conferring - while the rest of the class is focused (in the best of classroom worlds).
JUST GET IT - YOU WILL BE SO HAPPY YOU DID. YOUR SANITY AND CLASSROOM WILL BE CALM!
April 5, 2009
Unfortunately, I read this for a masters degree course and I found nothing for secondary education teachers to do to adapt this program to a non-elementary level classroom. For the most part, the entire book details how to manage your classroom to start this program, then everything else just magically falls into place. I can see why this program is popular with elementary teachers because it does set clear expectations with younger students to become more independent and gives the teacher(s) in the classroom time and energy to move around and conference with the students. However, needless to say, I was very disappointed in this "innovative" way to foster independence with elementary readers because a large part of it was about management and procedures and not instructional ideas.
February 23, 2014
So, most of you already know how much I love this program. I have used it for many, many years with much success. Now the 2 Sisters updated their original book. If you've been keeping up with them online at their website and with their newsletters, not much is truly new to you, but it is still a nice reminder of how things should look and be working in your classroom to get students to be independent in reading. This book also includes more information on barometer children and the The Math Daily 3. After important change is the order in which they want you to introduce the sessions as well as how many sessions they have during the day. Again, if you've been keeping up with them or seen them in person at a conference, you know most of this, but still, a very good read!!!
March 3, 2013
I read this book for a professional development book club at my school and honestly it has changed the way I view my teaching. It just makes sense and I have been implementing it and it works! You MUST read the CAFE book after because the Daily 5 does leave you with some questions and reservations but I am inspired by the enthusiasm I see in my students just implementing the framework for a few weeks. As teachers we struggle with what to give our students to do when we are in small groups or working with individuals. This is the answer.
May 25, 2014
I have read the Daily 5 (First Edition) and have implemented it into my literacy block this past school year. I wasn't sure if I would need the second edition since I've experienced it already. I borrowed it from my principal and will be buying it for my library! This edition includes so many useful tools that make the starting process clearer. It combines the Daily 5 (with updates), CAFE, and includes a chapter on the Math Daily 3! I can't wait for my teammates to read this so that we can discuss it together before next school year starts!
I HIGHLY RECOMMEND!
I HIGHLY RECOMMEND!
November 14, 2013
I selected The Daily Five to keep in my professional shelf because I would definitely read it before I get my own classroom. I offers clear and concise ways to manage your classroom and offer structure to your class that you otherwise might not be able to achieve, or would spend all your effort trying to in your own way. I will use this book before entering my first classroom and use it all throughout my first year. And probably read it again after!
February 1, 2015
This was the second edition, much more detailed but not as easy to follow as the first. Still a great structure for teaching literacy, I have used it from grade 1-6 with success. At the end of the year many students say the daily 5 was their favourite activity. Interested to see how to do the maths.
February 3, 2014
The second edition addresses many issues that have surfaced since the first edition in 2006 especially in linking to CAFE. The rollout is clearer and cleaner. The book is beautifully laid out with many color illustrations, pots and graphics. I can't wait to use it in class during May interim.
February 9, 2014
Worth getting the second ed. even if you are familiar with the first. Lots of improvements based on research and practical experience of teachers on the ground. This book is getting my gears turning about what an elementary literacy block should look like.
June 30, 2014
As good as the first. Great add-ins include the Math Daily 3 & supporting "barometer" children in the classroom. Highly recommend for those looking to establish a literacy structure in their classroom.
December 30, 2014
Love this second edition. Filled with new thinking and reflections. More details about launching.
June 19, 2012
Always a good resource... I'm reading it again this summer.
July 30, 2020
While I agree with other reviews that this book was longer than it needed to be, I did enjoy it and will certainly be implementing some of the methods into my classroom. At its heart, I think it makes a vital point that while the benefits of kids reading for pleasure are key we don't give children any time or resources to do this in schools which mean only kids with parents who have the time, resources and cultural capital to help their kids read for pleasure outside of school will do so, and working-class kids will see their attainment suffer. I think this is a really key point which so many schools overlook, and I knew I wanted to do things differently in my classroom which is what drew me to the book.
My only real criticism is that I really don't think having short 10 minute lessons followed by independent reading/writing for an hour a day is broad, interesting and stimulating enough for a full literacy curriculum. I am personally going to use this method for 15 mins in the morning and after lunch to give the children time and space to read and write rather than as a substitute for all of my literacy lessons. I just don't think it allows for children to experience the full range of reading and writing that we want them to encounter to use this for my main literacy lessons.
My only real criticism is that I really don't think having short 10 minute lessons followed by independent reading/writing for an hour a day is broad, interesting and stimulating enough for a full literacy curriculum. I am personally going to use this method for 15 mins in the morning and after lunch to give the children time and space to read and write rather than as a substitute for all of my literacy lessons. I just don't think it allows for children to experience the full range of reading and writing that we want them to encounter to use this for my main literacy lessons.
August 26, 2018
When I went to investigate additional resources for literacy intervention, I came across this book by "The Sisters". After reading a number of the reviews, and seeing just how many educators referenced the material in this book, I decided to give it a go. I was pleased to see Boushey and Moser confirm some of my intuitions for how to manage classroom literacy activities, and I was also happy to see that the system was flexible enough to be adapted to much smaller, or even individual, settings.
Like several other reviewers, I did come back to the question of what happens when the student(s) inevitably decide they prefer one or two activities over the others. "The Sisters" mention that on some occasions, they will allow a student who is engrossed in one activity to continue it until they reach a more acceptable stopping point. However, I would've liked to have seen some alternative combinations or blends of these five stations that might allow students to combine less desirable activities with more preferable ones. You could socialize students into these combinations by describing them as "eating your vegetables" (something we don't all love, but something that will help us get "healthier" and enable us to do more complicated things down the road).
Like several other reviewers, I did come back to the question of what happens when the student(s) inevitably decide they prefer one or two activities over the others. "The Sisters" mention that on some occasions, they will allow a student who is engrossed in one activity to continue it until they reach a more acceptable stopping point. However, I would've liked to have seen some alternative combinations or blends of these five stations that might allow students to combine less desirable activities with more preferable ones. You could socialize students into these combinations by describing them as "eating your vegetables" (something we don't all love, but something that will help us get "healthier" and enable us to do more complicated things down the road).
June 17, 2020
3 stars because I can see how their methods are legit. I have 2 major problems with it though:
1. The authors advocate for taking away recess when a child is struggling to understand concepts and independence! This is wrong on many levels, illegal in some states, and completely counter productive. Please look up the research if you’re a teacher and aren’t aware of this issue.
2. The book is waaaay too wordy and poorly organized. I read the most recent edition, I cringe to imagine how this version is better organized than the last. For example, chapters 5 and 6 could be completely combined (I combined them in my notes at least.) Chapter 5 introduces the lessons associated with each daily 5 and details about SOME of the lessons. Chapter 6 reintroduces the rest and gives details on them. Just give the details when you tell us the lessons, all together in one spot please.
Like other reviews state, it was a good 3 chapters before I learned what the daily 5 even were. For each new concept, there was like 3 pages of explaining it before naming it. Name the concept, explain it without repeating stories or giving a page and a half of bad example.
I would have preferred to learn about the daily 5 in, say, a 10 page overview. Way too wordy and repetitive.
1. The authors advocate for taking away recess when a child is struggling to understand concepts and independence! This is wrong on many levels, illegal in some states, and completely counter productive. Please look up the research if you’re a teacher and aren’t aware of this issue.
2. The book is waaaay too wordy and poorly organized. I read the most recent edition, I cringe to imagine how this version is better organized than the last. For example, chapters 5 and 6 could be completely combined (I combined them in my notes at least.) Chapter 5 introduces the lessons associated with each daily 5 and details about SOME of the lessons. Chapter 6 reintroduces the rest and gives details on them. Just give the details when you tell us the lessons, all together in one spot please.
Like other reviews state, it was a good 3 chapters before I learned what the daily 5 even were. For each new concept, there was like 3 pages of explaining it before naming it. Name the concept, explain it without repeating stories or giving a page and a half of bad example.
I would have preferred to learn about the daily 5 in, say, a 10 page overview. Way too wordy and repetitive.
September 8, 2021
Interesting that this book wasn't on my Read List as I have read this several times. It's one of the books I like to bang out before I head back each September. It motivates me for small group learning. This year, with our district's push for small group learning in all academic areas, it seemed even more relevant.
I am struck by the simplicity of the methods here. Model, practice, review. That's what good teachers have always done. Fifty years ago my teachers did this. Oh, how I have fond memories of the SRA program that was done completely independently while the teacher took reading groups.
The challenge this year, of course, is the grouping. With COVID mandates in place, we would be using EEKK. We won't have students each holding a half the book. But this will still be the general approach to independent time. Reading is always the focus in my fourth grade classroom. Time on task.
Raring to go and this is a small motivator to get the ball rolling. Nothing Earth-shattering here; just some good old-school systems that once implemented, free up the teacher to do as he needs and creates a positive learning experience for the balance of the class without needing constant hands on from said teacher. :)
I am struck by the simplicity of the methods here. Model, practice, review. That's what good teachers have always done. Fifty years ago my teachers did this. Oh, how I have fond memories of the SRA program that was done completely independently while the teacher took reading groups.
The challenge this year, of course, is the grouping. With COVID mandates in place, we would be using EEKK. We won't have students each holding a half the book. But this will still be the general approach to independent time. Reading is always the focus in my fourth grade classroom. Time on task.
Raring to go and this is a small motivator to get the ball rolling. Nothing Earth-shattering here; just some good old-school systems that once implemented, free up the teacher to do as he needs and creates a positive learning experience for the balance of the class without needing constant hands on from said teacher. :)
August 26, 2018
Didn't read this when before my first year teaching when it was assigned to me, but after reading it, I am glad I read it NOW rather than then. I don't think I would have taken it all in without having a frame of reference for a classroom or real students. Now that I do, I believe this is an invaluable tool for teachers and one of the few books I won't give away after having finished; I'm sure I will continuously reference it during the course of this upcoming school year. Boushey and Moser excellently outline their structure to reduce busywork and make sure teachers get valuable one on one time with all students, increasing literacy and cultivating classrooms of love, community, learning, independence, and accountability. A MUST READ!
July 19, 2018
The Daily Five routine has become a fixture in my classroom. It does require some rethinking of the traditional classroom setup, but the book guides the process in an accessible manner. Now that I have been implementing the program for a few years, I have made modifications that suit my teaching style and the expectations from the school. My only criticism of this book is that the instructional component is left for the second book about the C.A.F.E. approach. In order for Daily Five to truly be effective, the C.A.F.E. instruction is expected, so it should really be included in one volume.
October 3, 2019
The Daily 5 is an excellent program for classroom teachers to follow in order to promote independence and ownership of improving the reading and writing skills of her students. In this manual, Gail Boushey and Joan Moser outline the five choices involved in the Daily 5 classroom that are designed to help each student achieve her very best in reading and writing: reading to the self, read to someone else, listen to reading, work on writing, and word work. Together, these authors describe the best ways to introduce this program to your class and how to maintain it. This is a program that leads to success.
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