Videos will be added periodically to the site featuring The Daily 5 implementation for all grade levels. All videos are in Flash format, optimized for viewing on computers with high-speed internet access. If you are having trouble viewing a video, you can download a free Flash player for your computer here:

Download Free Adobe Flash Player Here.

[Many videos featured on this site are available for purchase as part of our DVD Workshop Kits, designed for use in professional development settings with full-color viewing guides. For more information, click here.]

Daily 5 - Work on Writing - Word Choice(VIDEO) This small group of writers is meeting with Gail and Natalie to discuss word choice. Gail uses 2 different pieces of writing to demonstrate the purpose of finding the right words. . . . more . . . Daily 5 - Book Boxes (VIDEO) Book boxes, book tubs, book bins, book bags…whatever you call them, they can be a wonderful tool for helping kids manage the books they choose to read during the literacy block. As helpful as they can be in the classroom, managing them can also provide us with many headaches and challenges. . . . more . . . Daily 5 - Modeled Writing and Heart Words (VIDEO) Years ago we bought a professional development book that was all about modeled writing. The book was good, but produced in us a great yearning to actually see it in action. What did it really look like and sound like with children in the room? We recognize the power of real modeling, so here is your chance to see Joan in action with her little ones. Joan does a great job of of modeling and reinforcing a variety of strategies and writing targets in this short (6 minute) focus lesson. She gets an idea, prewrites verbally, discusses conventions, refers to heart words, models what to do if we come to a word that doesn't look quite right, rereads to make sure it makes sense, and adds a simile to create a clear picture in the mind of her audience. We laugh every time we hear the suggestion that the worm was as big as a.....TRUCK! . . . more . . . Check-In Daily 5 (VIDEO) Calling all kindergarten teachers! -- if all of your Daily 5 components are up and running, you might enjoy this video demonstrating how to help children learn check-in procedures. You witness the beginning stages of teaching children how to think of and express what their first choice will be in order to speed up the check-in process. You will also observe Joan reminding students to check-in with the materials and words they are using for word work. This process begins to lay the gro . . . more . . . Daily 5 - Check for Understanding - Partners Reading(VIDEO) Check for Understanding is the workhorse of comprehension strategies. It is the one we consistently use, either consciously or unconsciously throughout our lives. It is so critical to comprehension that we teach it and revisit it during whole group and small group instruction, as well as during individual conferences. One of the places we encourage children to use this strategy is while they are Reading to Someone. . . . more . . . Daily 5 - Independent Work with Kindergarten (VIDEO) We once saw a sign on a classroom door which read, "Teaching kindergarten is like trying to organize earthworms." Those of you who teach classrooms full of nothing but ego-centric five year olds may be saying, "Amen, Sisters!" So, what does Daily 5 look like in a straight kindergarten (as opposed to the K-2 example already posted)? Let's peek into Joan's Kindergarten as the youngest learners in the school work independently with their Daily 5 choices and she sidles up to cozily confer with her little individuals. . . . more . . . Daily 5 - Whole class Independent Work (VIDEO) What does a real live classroom really look like when all of the components of Daily 5 are up and running? We get to peek into Carrie's K-2 classroom. Her students have been taught independence for all of the Daily 5 components and have been given the element of choice when determining the order with which they will participate in the components. You will see Read to Self, Read to Someone, Work on Writing, Word Work and Listen to Reading taking place simultaneously. . . . more . . . Daily 5 - Tour Word Work Materials (VIDEO) Many of the questions we receive about Word Work revolve around materials. Children begin to internalize spelling when they can manipulate letters, touching and moving them into correct order. Michael Grinder calls it developing their "Muscle Memory". The materials we use are conducive to this manipulation of letters. . . . more . . . Daily 5 - Launching Word Work - I Chart (VIDEO) Word Work is one of the last Daily Five components to be launched. In this video, Joan and Carrie introduce Word Work and record behavior expectations on the "I" chart. You'll notice that familiarity with this process makes launching go quickly and students are able to contribute desirable behaviors with ease. One student even refers to previous "I" charts in order to see what might be transferred to Word Work. . . . more . . . Daily 5 - An Organizational Tool (VIDEO and DOWNLOAD) Natalie came from a school with a very structured reading program. She loves Daily Five, but in her first year of using it, felt a need to come up with a structure for managing the morning so her focus lessons and the timing of each round felt intentional. She also wanted to ensure that she was meeting with each student in her room as their needs dictated. If you tend to be like Natalie in your love of structure and order, check out this video then you may want to download her tool to use yourself or to inspire you to create a system that perfectly matches your own style and need. . . . more . . . Daily 5 - What's In the Book Box? (VIDEO) Are you wondering what goes into our student book boxes? Joan is going to let you take a peek and explains the purpose behind each student having a book box of their own. . . . more . . . Daily 5 - Read To Someone - Book Choice (VIDEO) Have your students ever had difficulty deciding which book to read during Read to Someone? You have probably witnessed the same thing we have...each partner brings their chosen book and the pair wastes considerable valuable reading time negotiating (or arguing) about who's book they are going to read...sigh. In this video, Joan and Natalie teach students three strategies for choosing what to read while modeling respectful behaviors. . . . more . . . Daily 5 - Read to Someone - Picking A Partner (VIDEO) Choosing a partner is a very sophisticated strategy. We used to just say, "Pick a Partner and get to work." Moments later we'd be wondering why they were not being successful. Though we were tempted to discontinue the use of partners, we believed in the importance of partner reading, so we persisted to find a way to help make the procedure successful. After task analyzing the process of Choosing a Partner, we broke it down into a few steps that could be replicated each time students chose partners. In this video you will see Joan and Natalie teach these steps to Natalie's class. We teach this strategy during the first weeks of school, even before we launch Read to Someone, so they will be ready not only for that, but for partner work in all other subjects as well. . . . more . . . Daily 5 - Debrief Picking Partner (VIDEO) In this video, Natalie and Joan converse about how things are going with the Read to Someone portion of the Daily Five. Natalie shares what is going well, as well as the things that need some fine tuning. If you have dealt with issues like students always choosing the same partner, trying to manage the number of students who select Read to Someone, or wanting to foster a culture of kindness and respect toward others, you'll enjoy the troubleshooting tips Joan shares. . . . more . . . Daily 5 - Book Boxes - Changing the Books (VIDEO) Book boxes in a classroom are a wonderful tool used by teachers all over the world. In some classrooms they are magazine holders, in others, zip-lock bags. Whatever the material of the box, the allure of having a portable vessel to hold good fit books for children can be great. However, along with this wonderful tool in the classroom, there are always questions that arise, "How often do I change the books?" "How many books should be kept in each box?" "Where do the books in the student book boxes come from?" This week begins a two-part video series on books boxes. Week one addresses the management of the books, when to trade them and ideas on how to trade them out. . . . more . . . Daily 5 - Troubleshooting (DOWNLOAD AND VIDEO) The number one question we hear from teachers using Daily 5 is, "What do I do about students who struggle to sustain interest in independent tasks?" This video is the first in a series titled, "Troubleshooting Daily 5: Working with Kids Who Struggle with Independence." It features some of our favorite Trouble Shooting Tools being used with Alise, a second grade student who has a very difficult time staying in one spot and reading the whole time. Her off task behaviors are inhibiting her ability to grow as a reader. . . . more . . . Daily 5 - Quick Start Guide #1 Read to Self (DOWNLOAD) This is the first Daily 5 we introduce to students. We typically teach this on the very first day of school, but you can choose any day to begin the Daily 5. This is Part I of Launching Read to Self. The Quick Start Guide Part II of Launching Read to Self will feature video relating to revising the "I" Chart and supporting our Barometer Students. . . . more . . . Daily 5 History - What Do The Kids Remember (VIDEO) While Gail was in Heather's fourth grade classroom, they took a few moments prior to introducing the Daily Five to review what the students remembered about it from their previous years. It was enjoyable watching and listening as they reminisced, sharing their most vivid memories of Daily Five, some of which surprised us. We also use this lesson to wrap up . . . more . . . Daily 5 - Read To Self, Day 2 (VIDEO) Would you like to see what day two looks like when launching Read to Self? Join this fourth grade class as they revisit and revise their "I" chart together as a class, adding behaviors that make it more reflective of what it looks like, sounds like and feels like to be reading to themselves. Gail notices that the chart is missing the "urgency" for Read to Self, so adds it to the chart in front of the students. . . . more . . . Daily 5 - Check-In (VIDEO) Students "check-in" before they begin each round of the Daily 5. We call each child's name and record their choice in our Check-In Form. Students who can't decide what to work on during a rotation are asked to stay with us when the others go off to work independently. In this video, Heather brings 3 students up closer to her on the floor and coaches them through the thinking process of what to do during their Daily. You will even hear Heather explain to Sevilya what goals she . . . more . . . CAFE - Check for Understanding (VIDEO) Does conferring feel like a mystery or guarded secret to you? Are you wondering what a conference really looks and sounds like? Gail demonstrates that it isn't scary or complicated, just a combination of thinking, modeling, practicing and learning. Using a side by side approach, Gail models a comprehension conference using the strategy of Check for Understanding for Heather . . . more . . . Daily 5 - Launching Read to Self - Part III (VIDEO) This video of Christie's 4th grade students shows the process of taking the two dimensional 'I chart' for Read to Self and making it three dimensional. Students take their ideas and immediately apply them in practice, later reflecting and refining for success. When using The 10 Steps to Teaching and Learning Independence, you may wonder if Steps 4 and 5 (Model Most Desirable Behaviors, Model Least Desirable followed by Most Desirable Behaviors) are critical . . . more . . . Daily 5 - Launching Read To Self - Stamina Part II (VIDEO) Stamina may be a new word for your students. If so, listen in while Joan works with Christie and her students. She tells a story about stamina that we use with all grade levels. We relate stamina to running, because many students have background knowledge with running, being tired and pushing themselves to run a bit farther. Listen and watch the children begin to understand how stamina relates to reading. We believe teaching the students the word stamina will help them stick with reading, even when it is hard. Joan tells them honestly . . . more . . . Daily 5 - Launching Read To Self - "I" Chart, Part I (VIDEO) Asking the class to think about and articulate what goes on the 'I Chart" for Read to Self is one of the vital steps for launching or fine tuning this critical Daily 5 component. When students define what it will look like, sound like and feel like when they are independent, they are enabled to understand and sucessfully meet the expectations. The chart content will be similiar, whether made in September or mid year, as in this video. The featured 4th graders create an I-chart together and have had some previous Daily 5 exposure. Classroom charts vary . . . more . . . Daily 5 - Launching Read to Self - Barometer Child Part IV (VIDEO) One of the most critical steps when implementing The 10 Steps to Independence is also one of the most difficult for teachers to do. Step 8, Stay Out of the Way, can feel counter-intuitive. However, we must situate ourselves away from the group, allowing children to practice without our interfering reminders to correct behavior or interruptions of praise. If we truly want to build independence, then this step is crucial . . . more . . . Daily 5 - Launching Word Work (VIDEO) In this video, Janet introduces for some of our youngest learners, the Word Work choice- 'Write the Room'. Janet models use of the tools required for this word work choice - whiteboards, markers and erasers. She also reminds them how to move around the room as they look for words - quietly and slowly, as well as how to clean up afterward. The children have had extensive exposure to these materials as well as how to move in the room. Pre-teaching both of these components prevents the need for exploration time and allows the focus to . . . more . . . Daily 5 - Word Work "I" Chart (VIDEO) In Daniel's Kindergarten Classroom, he and Janet have been using The 10 Steps to Independence to launch Word Work for the past 3 days. The class adds new thinking to the I chart daily, as they reflect and refine what they should look like, sound like and feel like during Word Work. This video shows the process of taking the messy, whole group chart and transferring it to a smaller . . . more . . . Daily 5 - Listen To Reading - Reviewing the "I" Chart (VIDEO) We all have days when our kids seem to have forgotten the expectations for one of the Daily 5 Choices. If it is just an off day for the class and things get back to business the day after, no problem. But what if the behavior seems to be getting worse? What should we do when independent behaviors begin to slip? This video shows how we revisit the "I" chart to review and remind the class what they decided Listen to Reading should look like, feel like and . . . more . . . Daily 5 - Launching Word Work - Part II (VIDEO) This video continues the introduction of Word Work. The "I" chart is filled with the brainstormed behaviors and a new chart entitled "Where do we get our words?" is begun. Though it might be tempting to save precious minutes by preparing this ahead of time, we think it is important to do it as a class. What we have learned is, if the students are part of the brainstorming process, they are doing most of the thinking and therefore most . . . more . . . Daily 5 - Launching Word Work - Part I (VIDEO) Word Work generates many questions for teachers and students. What materials are used? What words are practiced? Is this my spelling program? What about vocabulary? When are new words introduced and practiced? Because Daily 5 focuses on teaching the behaviors of reading, writing, listening and manipulating words, each teacher is able to bring their own curriculum, materials and favorite lessons to the structure and have them fit beautifully. Similarly, Word Work is a system for teaching children how to practice words, so your spelling, sight word and phonics programs can be infused into the structure seamlessly. . . . more . . . Daily 5 - Adding Choice and Checking In (VIDEO) After Read to Self and Work on Writing have both been launched, we often feel a bit like we are standing on top of a mountain, admiring a view of great beauty. Students are actually reading and writing for extended periods of time and liking it. And we are loving it! Why would we mess with something that is going so well by throwing choice into the mix? We ask ourselves the same thing each and every year. Then we remember that there is a higher peak we can reach when we introduce choice. Students . . . more . . . Daily 5 - Lesson Debrief of Check In (VIDEO) Heather just taught the class how to check in by stating their goal and strategy. After the students go off to their Daily 5 choice, Gail and Heather debrief the lesson. They discuss how articulate the students were in stating their goals and strategies. Heather reminds Gail that the goals had recently been identified through individual conferences. She feels the students have real ownership in their . . . more . . . Daily 5 - Check In with Goal and Strategy (VIDEO) When we first ask students to "Check In", they do it by telling us which Daily 5 they will work on during that round of the Dailys. Eventually we teach them how to "Check In", by naming their Daily, their goal and finally the strategy they will practice. This video takes you into Heather's classroom as she introduces this more sophisticated "Check In". Before Heather introduced this "check in" procedure, she assessed all of her students reading and writing abilities, met with each student to discuss their strengths, helped them declare a goal and identified strategies . . . more . . . Daily 5 - Behavior Goal - Read the Whole Time (VIDEO) There are many scenarios that make trouble shooting necessary. While we typically do trouble shooting during the launching phase of a Daily 5, it may be necessary to pull some problem solving strategies out later in the year for students who lose focus and stamina. This is the case with Trevor, who had more control earlier in the year than he is currently demonstrating. A perfect place to address individual behavior issues is through a conference. Janet meets with Trevor in this video . . . more . . .