Daily 4

The first 4-6 weeksDAILY 4 A Guide to The Daily 5 by Boushey and Moser

Emily Bonnemort

WOULD YOU LIKE TO…

Differentiate instruction in your classroom?

Teach children in small groups? Confer individually with students? Do all of this while the rest of your

class is fully engaged in independent reading and writing activities?

WHAT IS THE DAILY FOUR?

The Daily Four is a literacy structure that allows for differentiation in the classroom and provides consistency.

It is an integrated literacy instruction and classroom management system for use in the reading workshops.

It is a system of four literacy tasks that teaches students independence.

Read to Self Read to Someone Listen to Reading Word Work

THE DAILY 4

It is called The Daily Four because there are four literacy components for children to choose from when they go off to work. It is NOT called The Daily Four because they have to do all 4 each day. It is possible to just do “The Daily 3.”

WHAT DOES IT LOOK LIKE?

The Daily Four does NOT hold content, it is a structure. Content comes from your

curriculum BRIEF whole group instruction (5-8 min)

1st round of Daily 4 (20-30 min) BRIEF whole group instruction (5-8 min)

2nd round of Daily 4 (20-30 min) BRIEF whole group instruction (5-8 min)

3rd round of Daily 4 (20-30 min) BRIEF whole group instruction (5-8 min)

4th round of Daily 4 (20-30 min)• WHOLE GROUP SHARE

IEF whole group instruction (5-8 min) WRITING ex. Conventions, craft,

3rd round of Daily 5 (20-30 min)BRIEF whole group instruction (5-8 min)

4th round of Daily 5 (20-30 min)

Whole Group 5-8 min

Student Independent Work 20-30 min

1st round of Daily 4Students choose between Read to Self, Read to Someone, Work on Writing, Word Work, Listen to reading

VOCABULARY• Teach using “Treasures,” Graphic Organizers, Dramatization,

Games Teacher is

working with small

groups

Whole Group

15-20 min

COMPREHENSION: ex. Inferring, predicting, check for understanding

• Teach using Shared Reading or Read-aloud• Resources: Stephanie Harvey’s Strategies That Work (fiction),

Comprehension Tool-Kit (nonfiction), or “Treasures”

SAMPLE LITERACY BLOCK

Whole Group 5-8 min

READING STATEGY ex. Back up and reread, look for a part you know, think about what would make sense

• Teach using Shared Reading or Read-aloud• Resources: Big Books, Read it Again by Brenda Parkes, CAFÉ BOOK

by Boushey and Moser, On the Same Page: Shared Reading Beyond the Primary Grades by Janet Allen

Student Independent Work 20-30 min

2ND round of Daily 4 Students choose between Read to Self, Read to Someone, Work on Writing, Word Work, Listen to reading

Teacher is

working with small

groups

Student Independent Work 20-30 min

3RD round of Daily 4Students choose between Read to Self, Read to Someone, Work on Writing, Word Work, Listen to reading

Teacher is

working with small

groups

IEF whole group instruction (5-8 min) WRITING ex. Conventions, craft,

3rd round of Daily 5 (20-30 min)BRIEF whole group instruction (5-8 min)

4th round of Daily 5 (20-30 min)

Whole Group 5-8 min

WORD WORK: ex. spelling patterns, word sorts, word hunts• Teach Using explicit instruction• Resources: Word’s Their Way, Word matters by Fountas and

Pinnell BASAL, Stephanie Harvey’s Strategies That Work (fiction), Comprehension Tool-Kit (nonfiction), or BASAL

SAMPLE LITERACY BLOCK, CONTINUED

Student Independent Work 20-30 min

4th round of Daily 4Students choose between Read to Self, Read to Someone, Work on Writing, Word Work, Listen to reading

Teacher is

working with small

groups

WHOLE GROUP SHARE: Share work and debrief

Reggie Routman and Richard Allington show that we are use to teaching 80% of the time and practice 20% of the time….

Now we know it needs to be us teaching 20% of the time and students practicing 80% of the time. It is the same as sports, you have to physically practice to get better!

SINCE 1946, RESEARCH SHOWS THAT KIDS NEED TO…

• READ TO BE BETTER READERS• WRITE TO BE BETTER WRITERS

Brain research from Michael Grinder shows that a child’s age is equal to how many minutes of direct instruction they can stick within the upper cortex of their brain. After that time, thinking shifts to the lower cortex (which controls eating, sleeping, breathing).

This is why direct instruction lessons are BRIEF!!

DAILY 5

Trusting Students

Providing Choice

Nurturing Community

Sense of Urgency

and Purpose

Building Stamina

FOUNDATIONS

LAUNCHING ROUTINES

When we follow routines day after day, our students can use their energy to grow as readers and learners rather than to figure out what we expect them to do. And we in turn, can focus our energy on teaching, not managing, our independent learners.

10 STEPS TO INDEPENDENCE: FOLLOW THESE STEPS TO TEACH EVERY COMPONENT OF DAILY 4

1. Identify what is to be taught•Today we are going to…

2. Setting Purpose – Sense of Urgency•Tell the students why…

3. Teacher models the desired behaviors4. Brainstorm and chart desired behaviors•Ask, “What did it look like, sound like, feel like?”•Write down what the students say•Have them explain why it needs to

look, sound, and feel like that

5. Model least desirable behaviors (teacher and a student) • As a child or you are modeling this, go

through chart and ask children, “Will ___ become a better reader if he does this?”

• Then, have the child show you he/she can do it correctly.

6. Place students around the room• Children want to be comfortable• At the beginning we place them and

after awhile we show them how to choose. We ask them, “Where do you read best?”

7. Everyone practice and build stamina (3 minutes)• Don’t set timer, look for body clues

8. Stay Out of the Way• Use “the magical power of a teacher’s

eye”• Walk around, observe, and write good

things about each student on a clipboard

9. Quiet Signal – Come back to Group• When stamina is broken, use signal.

10.Group Check In – “How Did You Do?”• This is time for self reflection

and sharing.• Read what is on the

clipboard

TEACHINGREAD TO SELF

READ TO SELF

Urgency or purpose:

• Helps us become better readers and writers

• It is fun

FOCUS LESSONS Day 1• Introduce 3 ways to read a book

1. Read the words2. Read the pictures3. Retell a story you have heard before• Brainstorm I chart

Students Teacher• Read the whole time• Stay in one spot• Read quietly • Work on stamina• Get started right away

• Work with students

• Follow the 10 steps of teaching independence• Begin working on stamina- 3 minutes

Day 2 (Repeat from day 1)• Repeat from day 1• Model and practice “Three ways to

read a book”• Review “I” chart• Follow the 10 steps of teaching

independence• Begin working on stamina- 4

minutes

Day 3 • Discuss “Where to sit in room” and record on

anchor chart• Continue with above adding 1-2 minutes each

day extending stamina

Continue to build stamina and check-in until students are successful at 15-30 minutes. This will depend on the length of time you expect them to independently read during guided reading groups. If your class is successful, you may discontinue the incorrect and correct modeling.

Day 4 • Continue to review “I” chart• Teach how to choose “Good Fit Books”

Record on anchor chart• Continue building stamina

READ TO SOMEONE

TEACHING

READ TO SOMEONE

Urgency or purpose:• Helps us become better

readers • Best way to practice fluency• It is fun

FOCUS LESSONS Day 1• Model “Read the same book”

• Partners choose one book and each hold a corner of the book

• Sit EEKK (Elbow to Elbow, Knee to Knee)• One partner reads a page, the other partner

checks for understanding• Switch

• Brainstorm I chartStudents Teacher• Sit EEKK (Elbow to

elbow, knee to knee)• Use a soft voice• Read the whole time• Stay in one spot• Get started right away

Work with students

Day 2Model “Read the Same Book: I Read you Read”

• Partners choose one book and each hold a corner of the book

• Sit EEKK• One partner reads a page or paragraph, the other

partner reads the same page or paragraph (like follow the leader)

Explain that the 1st partner should read fluently and the 2nd partner tries to make his or her pace and expression match the 1st partner’s

• Follow the 10 steps of teaching independence

• Begin working on stamina- 3 minutes

Day 3Model “Read a Different Book”

• Partners each choose a book • Sit EEKK• One partner reads a page and the other checks

for understanding• Other partner reads a page and partner checks

for understanding• When stopping, use a finger to mark the page

• Follow the 10 steps of teaching independence

• Working on stamina- 5 minutes

Day 4• Brainstorm and Practice “How to

choose books”• Talk about it and make a deal• Rock, paper, scissors

• Follow the 10 steps of teaching independence

• Working on stamina- 7 minutes

Day 5• Brainstorm and Practice “Where to

Sit in the Room”• Follow the 10 steps of teaching

independence• Working on stamina- 9 minutesDay 6

• Brainstorm and Practice “How to Choose a Partner• Raise your hand as a silent signal that you need a partner• Make eye contact with another person who has his or her hand raised• Walk to the person and say, “Do you want to be my partner?”• Partner says, “Sure”

• Follow the 10 steps of teaching independence• Working on stamina- 11 minutes

Day 7Brainstorm and Practice “Coaching or Time.”• If a partner comes to a word they don’t know, the other partner:

• Counts silently to 5• Asks, “Do you want coaching or time?”• If coaching they use clues to help partner• If time, sit patiently and wait

• Follow the 10 steps of teaching independence• Working on stamina- 15 minutes

Once a focus lesson is taught, students read to someone and build stamina.

Each day add a few more minutes until they are up to 30 minutes.

LISTEN TO READING

TEACHING

LISTEN TO READING

Urgency or purpose:• Helps us become better readers • Helps us learn and understand

new words and stories• It is fun

FOCUS LESSONS

• Brainstorm I chart

Day 1• Model Equipment set-up

(These instructions vary, depending on the equipment you plan to use in your classroom• Model and practice material setup• Model and practice listening and following along with the book

Students Teacher• Get out materials• Listen to the whole story• May listen to another story if time• Follow along with pictures and/or

words• Stay in one spot• Listen quietly• Get started quickly• Put materials away neatly

Work with students

Day 2• Review “I chart”• Model and practice putting materials

away neatly• Follow the 10 steps of teaching

independence

Day 3• Review “I chart”• Model and practice listening to a short

story, finishing it, and starting a new story

• Follow the 10 steps of teaching independence

Day 4

• Review “I chart”• Model and Practice what to do if

work time is up before the story is finished

• Follow the 10 steps of teaching independence

Day 5• Review “I chart”

Discuss the number of recorders available

• Decide on a way that allows all to participate

• Follow the 10 steps of teaching independence

WORD WORKUrgency or purpose:• Helps us become better readers, writers, and

spellers• We care about our writing and the people who will

read it• It is fun

Use “Words Their Way” word sorts and tasks. Each day students complete a different task each day, using the word sort pattern for the week. Word work tasks include:• Cutting the sort• Speed sorting• Writing the sort• Word hunting• Gluing the sort

Day 1: Model and practice “Cut the Sort”

Day 2: Model and practice “Speed Sort”

Day 3: Model and practice “Word Hunt”

Day 4: Model and practice “Word Hunt”

Day 5: Model and practice “Glue the Sort”

Tips: • Correlate Word Sorts from “Words

Their Way” with your “Treasures” Reading Program Spelling

• You can differentiate word sorts to meet your student’s individual needs

• You can add other spelling/word work activities

GETTING ORGANIZED

SCHEDULING For the first month of school, introduce each daily 4

component one at a time. When students have “Read to Self” under control, introduce “Read to Someone.” When they have “Read to Someone” under control, introduce another component.

As you practice, all students are working independently, doing the same thing at the same time.

Schedule Mini LessonAll Students “Read to Self”Mini LessonAll Students “Read to Someone”Mini Lesson Some Students “Listen to Reading” while others “Read to Self or to Someone.” Mini LessonAll Students “Work on Words”

CHOICE By October, all students should be able to work

independently in unison on each Daily 4 choice. The total time for independently literacy work ranges from sixty to ninety minutes.

Introduce giving students a choice of the order in which they do their daily 5 work.

Take a “status of the class” poll and ask each student, “What are you doing to do today?” Use a chart to record each child’s response. This should take about 3 minutes. You can also use a magnetic board to have students track their choices.

CHECKING IN “STATUS OF THE CLASS”

BOOK BOXES FOR “READ TO SELF”

FUN POSTER EXAMPLES