Daily 5 Reading: A Deep Dive into Literacy
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as third-grade readers, use the Daily 5 to become more engaged and successful readers?Essential Questions
Supporting questions that break down major concepts.- What are the different parts of the Daily 5?
- What are the expectations for each part of the Daily 5?
- How can I actively participate in each part of the Daily 5?
- How does the Daily 5 help me improve my reading skills?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Understand the different parts of the Daily 5
- Know the expectations for each part of the Daily 5
- Actively participate in each part of the Daily 5
- Improve reading skills using the Daily 5
Entry Events
Events that will be used to introduce the project to studentsThe Daily 5 Dilemma
Students receive a 'distress call' from another classroom struggling with reading time. The class analyzes the chaotic scene (video or skit) and brainstorms solutions using the Daily 5 framework, immediately establishing its relevance.Daily 5 Superheroes
Each component of the Daily 5 is presented as a 'superpower' that helps students become better readers. Students participate in challenges that require them to use these 'superpowers' to solve literacy-based problems.Daily 5 Mythbusters
Common misconceptions about reading and independent work are presented as 'myths.' Students use the Daily 5 framework to 'bust' these myths, demonstrating the effectiveness of the approach.The Great Reading Race
The class participates in a series of mini-challenges, each representing a different element of the Daily 5. Students earn points for completing the challenges successfully, fostering a sense of friendly competition and engagement.Daily 5 Time Machine
The class 'travels back in time' to a classroom where students are disengaged during reading. They use their knowledge of the Daily 5 to 'rebuild' the reading block, making it engaging and effective.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Word Work Wonders
Students delve into the 'Word Work' component, focusing on spelling, vocabulary, and phonics activities. They will create their own word lists, practice spelling patterns, and play word games.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA 'Word Work' portfolio containing their personal word list, completed word work activities, and reflections on their learning.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goals of understanding 'Word Work,' knowing expectations, actively participating, and improving reading skills, particularly vocabulary and spelling.Read to Someone Rockstar
Students explore the 'Read to Someone' component, focusing on fluency, expression, and active listening. They will practice reading aloud to a partner and providing constructive feedback.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA recording of their reading, along with feedback received from their partner and a self-reflection on their reading performance.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goals of understanding 'Read to Someone,' knowing expectations, actively participating, and improving reading skills, particularly fluency and expression.Work on Writing Wizard
Students explore the 'Work on Writing' component, focusing on developing writing stamina and expressing their ideas clearly. They will participate in various writing prompts and activities.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA collection of writing samples from various prompts, showcasing their writing development and personal expression.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goals of understanding 'Work on Writing,' knowing expectations, actively participating, and improving writing skills, including idea generation and clear expression.Listen to Reading Listener
Students explore the 'Listen to Reading' component, focusing on comprehension and vocabulary development. They will listen to audiobooks or recordings of texts and respond to comprehension questions.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA log of audio texts listened to, along with responses to comprehension questions and vocabulary notes.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goals of understanding 'Listen to Reading,' knowing expectations, actively participating, and improving reading skills, particularly comprehension and vocabulary.Daily 5 Deep Dive: Read to Self
Students explore the 'Read to Self' component of the Daily 5, focusing on building stamina and engagement. They will practice reading independently for increasing periods and reflect on their experience.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA reading log and reflection journal documenting their 'Read to Self' journey, including titles of books read, stamina growth, and personal insights.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goals of understanding 'Read to Self,' knowing expectations, actively participating, and improving reading skills.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioDaily 5 Portfolio Rubric: Third Grade
Engagement and Participation
Focuses on the student's active involvement and enthusiasm in the Daily 5 activities. It assesses their ability to follow routines, stay focused, and make positive contributions to the learning environment.Active Participation
Measures the student's level of engagement in each Daily 5 activity, including following directions, staying on task, and making meaningful contributions.
Exemplary
4 PointsConsistently and enthusiastically participates in all Daily 5 activities, demonstrating excellent focus and a proactive approach to learning. Takes initiative and encourages others.
Proficient
3 PointsActively participates in most Daily 5 activities, demonstrating good focus and a positive attitude towards learning. Follows directions and stays on task effectively.
Developing
2 PointsParticipates in some Daily 5 activities, but may occasionally lose focus or require redirection. Shows a willingness to engage but needs reminders to stay on task.
Beginning
1 PointsStruggles to participate in Daily 5 activities, often losing focus or requiring significant redirection. Shows limited engagement and may disrupt others.
Following Routines
Assesses the student's ability to follow the established routines and procedures for each Daily 5 activity, demonstrating independence and responsibility.
Exemplary
4 PointsIndependently and consistently follows all Daily 5 routines and procedures, demonstrating excellent understanding and responsibility. Helps others to follow routines.
Proficient
3 PointsUsually follows Daily 5 routines and procedures with minimal prompting, demonstrating good understanding and responsibility. May occasionally need reminders.
Developing
2 PointsSometimes follows Daily 5 routines and procedures, but often requires prompting and reminders. Shows emerging understanding of the routines.
Beginning
1 PointsStruggles to follow Daily 5 routines and procedures, requiring frequent prompting and redirection. Shows limited understanding of the routines.
Skill Development
Focuses on the student's growth in specific reading and writing skills related to each Daily 5 component. It assesses their ability to apply learned strategies and demonstrate progress over time.Application of Strategies
Measures the student's ability to apply learned reading and writing strategies effectively in each Daily 5 activity.
Exemplary
4 PointsConsistently and effectively applies learned reading and writing strategies in all Daily 5 activities, demonstrating a deep understanding of their purpose and application. Adapts strategies creatively to new situations.
Proficient
3 PointsApplies learned reading and writing strategies appropriately in most Daily 5 activities, demonstrating a good understanding of their purpose and application. May occasionally need reminders.
Developing
2 PointsApplies some learned reading and writing strategies in Daily 5 activities, but may struggle to use them effectively or consistently. Shows emerging understanding of the strategies.
Beginning
1 PointsStruggles to apply learned reading and writing strategies in Daily 5 activities, often relying on previous knowledge or requiring significant support. Shows limited understanding of the strategies.
Demonstrates Progress
Assesses the student's growth in reading and writing skills over time, as evidenced by their portfolio work and reflections.
Exemplary
4 PointsDemonstrates significant progress in reading and writing skills over time, as evidenced by their portfolio work and insightful reflections. Actively seeks out opportunities for further growth.
Proficient
3 PointsDemonstrates noticeable progress in reading and writing skills over time, as evidenced by their portfolio work and clear reflections. Shows a willingness to improve.
Developing
2 PointsShows some progress in reading and writing skills over time, but progress may be inconsistent or limited. Reflections may lack depth or detail.
Beginning
1 PointsDemonstrates minimal progress in reading and writing skills over time, as evidenced by their portfolio work and limited reflections. May require significant support to improve.
Portfolio Quality
Focuses on the quality and completeness of the student's portfolio, including the organization, presentation, and depth of reflection.Organization and Completeness
Measures the extent to which the portfolio is organized, complete, and contains all required elements (e.g., word lists, writing samples, reflections).
Exemplary
4 PointsPortfolio is exceptionally well-organized, complete, and contains all required elements. Demonstrates meticulous attention to detail and a clear understanding of portfolio requirements. Portfolio is easy to navigate and visually appealing.
Proficient
3 PointsPortfolio is well-organized, complete, and contains all required elements. Demonstrates good attention to detail and a clear understanding of portfolio requirements.
Developing
2 PointsPortfolio is mostly organized and complete, but may be missing some required elements or lack attention to detail. May require some effort to navigate.
Beginning
1 PointsPortfolio is poorly organized, incomplete, and missing several required elements. Lacks attention to detail and demonstrates a limited understanding of portfolio requirements.
Depth of Reflection
Assesses the depth and thoughtfulness of the student's reflections on their learning experiences in each Daily 5 activity.
Exemplary
4 PointsReflections are insightful, thoughtful, and demonstrate a deep understanding of their learning experiences in each Daily 5 activity. Connects learning to personal goals and experiences. Shows metacognitive awareness.
Proficient
3 PointsReflections are clear, thoughtful, and demonstrate a good understanding of their learning experiences in each Daily 5 activity. Identifies areas of strength and areas for improvement.
Developing
2 PointsReflections are somewhat superficial and may lack depth or detail. Demonstrates an emerging understanding of their learning experiences in each Daily 5 activity. May struggle to articulate their thoughts clearly.
Beginning
1 PointsReflections are minimal, unclear, and demonstrate a limited understanding of their learning experiences in each Daily 5 activity. May require significant support to reflect on their learning.