How is Your Literacy Block Working for You? Try the Daily 5!

How is your literacy block working for your students and you? Mini-lessons, small guided groups and conferring all sound wonderful but where do I find the time while keeping the others doing meaningful work? My answer was and is “The Daily Five”.PicCollage

This framework, developed by educator/authors Gail Boushey and Joan Moser, provides structure to your literacy time and gives students choice, building independence while being productive and engaged in authentic reading and writing.

The Daily Five is a research based framework that allows teachers to structure their program using the components that are meaningful in their own classrooms. Students are taught to build stamina at the following options: Read to Self, Work on Writing, Read to Someone, Listen to Reading and Word Work. Students have control over the order of the options and in some, the task to be completed. This choice gives the students a sense of independence and ownership for their learning. It gives the teacher a chance to individualize learning goals with students at their just right levels.
The authors encourage teachers to make the framework their own but provide insight on what has worked for them in their easy to read book and website, “”.
My literacy block usually follows the following format:
10 minute Mini-lesson (accuracy skill)
15-20 minute Rotation – students choose from the 5 options, I run a guided reading group or confer with individual students
10 minute Mini-lesson (comprehension skill)
15-20 minute Rotation – see above
10 minute Mini-lesson (vocabulary/word work)
15-20 minute Rotation – see above
5 minute Sharing
25 minute Writers’ workshop (my choice – not part of The Daily Five)

My students get the choice of two or three rotations most days and must have chosen each of the five options at least once throughout the week.
I have used this framework with success in grades one, two and three and my students would highly recommend it. When students ask if they can “do a daily rotation” during indoor recess, you know it is working!

Submitted by Pauline B., Teacher in AMDSB

Spirit of Canada

In the Spirit of Canada, students and teachers from SHDHS and GDCI joined together to learn and grow.

Through the Spirit of Canada program, facilitated by Me to We, we developed a deeper understanding of the history and status of First Nations, Metis and Inuit people in Canada. In doing this, we addressed and challenged the stereotypes and discrimination that can hold Canadians back from a true understanding of one another. With the valuable input of our teachers and students; some who were of First Nations background and some who weren’t, we found that the common goal of ending discrimination against First Nations, Metis and Inuit people can lead to ally-ship and a deeper understandings for all of us.

Mrs. Skelding from GDCI blogged about our experience:

Knowledge Building Circles in Action

One of the structures that support inquiry-based learning in classrooms is the Knowledge Building Circle. Natural Curiosity ( has been leading pedagogy in inquiry based learning, and those educators (K-6) use the Knowledge Building Circle (KBC) as a central means to have their learners come together to mobilize knowledge, pose and revisit theories, improve ideas, share wonderings, and negotiate. While students share their theories and engage in discourse, the teacher documents the conversation, in order to reflect upon the discussion and determine what new or unresolved questions or theories are emerging, which in turn serve as entry points for further investigation (Natural Curiosity, 11).

Recently, a kindergarten teacher noticed that the children were not always dressing warmly for the weather. She wondered if they understood how to keep themselves warm and what heat meant to humans. In order to provoke the thinking, we tried a knowledge building circle (KBC) to try to establish what the children’s theories were about what heat is and where does it go?

The children had already used the terminology of “Theory” and “Wondering” and “Adding On” so these were reviewed. When the first question was posed, “What do you know about heat?” the children’s theories revealed that they associated heat with summer and beaches and coming from the sun. When asked “Where does heat go?” they theorized that it went away with the sun, down low or across the water. The children were engaged in sharing their theories, so we asked one more question, “Where does cold come from?” The children shared theories about wind, clouds, and the sun going away.

After the KBC, we further reflected on the transcript of thinking, which was documented as the children shared their theories and wonderings. We realized that the children had limited working theories on where heat comes from or where it goes, relying on their schema of the sun impacting the temperature. Through discussion, it was determined that another provocation could serve as the next entry point into the investigation. Two essential big ideas were decided upon, that heat goes away from people or objects, and that there are materials that can hold heat in. An experiment was devised, serving as the provocation for a guided inquiry. The children will engage in the inquiry process for that first experiment, and then the Knowledge Building Circle will again play a critical role in the next steps of the learning…”Why do you think this happened?” Their revised theories will become visible based on the evidence from the experiment, and their new wonderings will drive the next steps.

Partial KBC Transcript: Where does heat go? (names changed)

Thomas: Behind the snow clouds.
Aaron: To the beach.
Denise: From here to the beach to the end of the water. It stops right where it is dark.
Dana: I think the sun goes to where it is warm, like past the ocean, where it is warm.

Why not try a Knowledge Building Circle with your class?

Check out for teacher videos and more descriptions of the KBC.