The Daily 5

[Marnie Smith]

 

Bouchey, G. & Moser, J. (2006). The Daily 5: Fostering literacy independence in the elementary grades. Stenhouse. Portland, ME.

     As the title suggest, this is a book about literacy independence. It is not exclusive to writing. However, my motive in revisiting this text was specifically tied to writing. I have the great luxury (at my new school) of having a daily 45 minute writing block. This is in addition to the normal 90 minute literacy block most elementary schools incorporate. The Daily 5 is a program that centers on five principals. Each day, students need to read to self, read to someone, listen to reading, write, and work with words. In my 90 minute block, the writing portion is usually around 20-30 minutes. This is in addition to the 45 minute block. All great stuff... My problem was that I was struggling with how to sustain the writing for 75 minutes! I kept finding myself getting to the writing portion of the Daily 5 and I didn't want them to move on from the writing we had done earlier and I didn't want to start another writing project. I found myself assigning "meaningless" writing because I needed to fill that 20-30 minutes. Of course, this wasn't acceptable. So I dug out the Daily 5 book again. I flipped to the writing section of the book and the first line I read was, "Typically children use work-on-writing time to continue the work they have been doing during writer's workshop" (p. 80).

Immediately, I let out a moan of displeasure. This was what I was doing and I didn't want to. But as I read further, the book began to elaborate that this time could be used for writing conferences or small group instruction.  Having said this, however, the authors suggested that while these are appropriate uses of this time, their vision was that writer's workshop was more structured and daily 5 writing time should be free choice. This was my "Aha" moment. I could do my structured standards-based writing during my writing block and I could "allow" my students to choose their writing during daily 5. Not only did this free me up from having to come up with two writing projects each day but, more importantly, the students really like having a say. Their enthusiasm for writing has definitely rebounded as has my enthusiasm for teaching.

 

So now my questions arise:

1. Do you think it is ok if students pick the same genre of writing each day or should I try to encourage them to try different genres?

2. The author's encourage an Author's Chair as a "check-in" for assurance that students are using their time wisely. But what about the child who never volunteers to share? Should I have some kind of weekly check?

 

[Gail Corthell]

Hi Marnie

I think that during their free-writing time, it is absolutely ok for kids to stick with the same genre of writing...especially in 2nd grade.  I see free-choice as encouraging writing fluency and enjoyment, both of which will probably transfer to the other genres that you might cover during the standards-based writing time with your class.  As far as the child who never volunteers to share, that is one that I struggle with too.  The thing that has worked for me is something that I do once we get deeper into the semester.  I 'notice' something that they did really well, praise them for it, then ask if they will share it with the rest of the class.  I haven't been turned down yet!

See you tomorrow night

Gail

[Laurel Topken]

Marnie,

Letting students pick the same genre of writing each day should be alright.  This is how they develop what they are comfortable with and become comfortable as writers.  I have ten minutes a day that my students write whatever they like, just as our sacred writing time, I just observe that they are writing.  That goes for your second question too.  If the student doesn't like to share, then observe their activity.

 

Laurel

 

[Ashley Hennefer]

Marnie,

I know that, as an adult reader and writer, I gravitate toward specific genres. When I don’t mind branching out, I’m happiest when I get to read and write in familiar genres with new ideas. My teenage brother is a struggling reader but he loves historical fiction; if that’s all he wants to read or write, I’m okay with that. If a student loves poetry but hates writing essays, I think a happy medium can be found. My priority is ensuring that students have an effective form of expressing their thoughts.

 

In regards to your second question: I don’t think students should ever be forced to share their work if they do not want to. It’s good to encourage students to share but for the painfully shy or insecure students, it can be an upsetting experience that will tarnish their relationship with writing. I was kind of an introverted kid but I loved to write; however, if a teacher had made me share when I was unwilling, I would have burst into tears. Writing for many is a therapeutic and private activity, and students should discover the desire to share on their own, or perhaps in small author’s chair groups rather than a whole class.