The Daily Five…A place to start

The foundational principals of the Daily Five

•Trusting students
•Providing choice
•Nurturing community
•Creating a sense of urgency
•Building stamina
•Staying out of students’ way once routines are established

The K to 3 teachers had their second meeting for the book study The Daily Five by Gail Boushey and Joan Moser. What terrific conversation! We are using a protocol called the levels of meaning to guide our thinking as we read each chapter.  This is how the levels of meaning works:Participants read the chapter and then choose one sentence that grabs their attention. It may capture the gist of the chapter, highlight an ongoing concern, or challenge the educator’s thinking. Next, the educator chooses one phrase from the chapter. This is the process of synthesizing the information of the text. Finally, each educator chooses one word from the text that gets to the heart of what she understands from the text.We began be going around the group to hear everyone’s general impressions of Chapter 2 “From “Management” to “Principled” habits: Foundations of the Daily Five”. Next, we discussed each of the levels of meaning: sentence, phrase, and word.Some examples from the group include:


“What beliefs influence the decisions you make in your classroom?” (p. 18)
“Through lessons and guided practice, we gradually build behaviors that can be sustained over time so children can easily be trusted to manage on their own.” (p. 19)”


“Purpose+Choice=Motivation” (p. 21)
“highest quality of instruction for students” (p. 22)
“stay out of the way”



For our next meeting we will read chapter 3 “What’s the difference?: Key Materials, Concepts, and Routines for Launching the Daily Five.” But we will also view the video below from Balanced Literacy Diet and choose one idea presented in the video that challenges our thinking about our current practice or what we believe about students and learning. Here we are drawing upon the ideas found in Steven Katz and Lisa Dack’s Intentional Interruption.  How do we intentionally interrupt the status quo in order to overcome barriers to learning that impede permanent change?

Questions or comments? Please join the conversation.


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