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    By AD

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    I love the Daily 5 and will try to answer some questions (as best as I can!).

    I do the Daily 5 everyday. It worked really well in my classroom. My students make their choices when they come in in the morning (3 choices a day-unless they were title or ESL-2 choices). They must do read to self or read to someone as a choice. I used the 100s pocket chart. Each student had a pocket for their name, and then 3 pockets after their name for their choices. I liked that it was visual. If they were meeting with me in a group, I had a color card in one of their choices (to show their reading group which were colors). Then they knew not to make a choice for that rotation.

    mlbfirst-I think you could definitely do the Daily 5. You would have to have the same expectations for each group since students can rotate in and out based on their reading levels. Also you may want to revisit your I-charts and Daily 5 expectations more frequently-whenever needed and when groups change (every grading period).

    cvt-You could do the Daily 5 during your guided reading time. The scripted "must dos" for word work could become your word work portion of the Daily 5. You would just call it "word work" instead of must dos". You could also add other word work activities. You wouldn't have to include writing. Many teachers do "the Daily 4" and keep writing separate. I started work on writing after Christmas break.

    LHuff-Last year was my first year with The Daily 5. I didn't start until after a few weeks either. This year I will start on DAY ONE! I will not waste one day getting started. I broke the lessons up into smaller lessons than the Sisters teach in the book. They put 2-3 lessons into one day, where as I may only do one. For this reason I will start on day one!

    Deer01-Here are my word work activities. I change them up through the year, and I don't have them all out when we first start the WW portion of the Daily 5.
    magnetic letters
    wikki stix
    chalk on colored paper
    painting with tempra paints, water colors
    writing on white paper with white crayon and painting watercolor over the white crayon
    read the room for blends, number of letters, digraphs, etc
    word family stamps (our spelling is word families/chunks)
    finding word family words in books and writing them down
    another kind of magnetic letters
    putting words in ABC order using a transparency
    white boards
    draw a picture of each word (the meaning)

    I love Jessica Meacham's website! Her pictures of each of the Daily 5 components are great! These are what I use to mark word work and listen to reading bins. I also use them in the 100s pocket chart for my students' choices.

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