This month our third grade team is experimenting with Read Well 3 in preparation for using it as our reading curriculum next year. This means we have had to stop Daily 5 completely 
because the scripted program requires three 30-minute lessons to three different ability-based groups. When students are not with me, they rotate to partner work and independent work (both using worksheets based on the program-supplied text they are reading). It’s a good curriculum, but there’s so much content that we no longer have time to do the Daily 5. Has anyone out there been able to figure out how to pare down the content or reconfigure it so that we can still use Daily 5? It’s only been a week but my students have already complained about not being able to meet with me!
I’m going to answer my own question here because Daily 5 has been a life-saver. I originally thought I would not have time for Daily 5, however the Read Well 3 program gives students more time than they need to work collaboratively and independently while I am working with a group. Because I had trained my students on the Daily 5 at the beginning of the year, they know what to do whenever they have extra time.
| Title | Category | Replies | Views | Activity |
|---|---|---|---|---|
| Introducing Daily 5 and Cafe to upper primary students (in Australia) | Daily 5 | 3 | 2.1k | 2 months 2 weeks |
| Daily 5 and ADHD | Daily 5 | 0 | 131 | 2 months 2 weeks |
| Daily 5 and Behavior | Daily 5 | 0 | 161 | 2 months 2 weeks |
| Daily Five and Science of Reading | Daily 5 | 5 | 3.4k | 8 months 5 days |
| Daily 5 and ELA Curriculum: How do you fit everything in? | Daily 5 | 1 | 777 | 8 months 5 days |
| Daily 5 Rubric | Daily 5 | 0 | 394 | 8 months 3 weeks |
| Stevenson Phonics and Daily 5 | Daily 5 | 0 | 273 | 8 months 3 weeks |
| Not enough time | Daily 5 | 0 | 352 | 9 months 2 weeks |
| phonics | Daily 5 | 0 | 374 | 9 months 2 weeks |
| Introducing Daily 5 in Upper Elementary | Daily 5 | 4 | 3.6k | 11 months 2 weeks |
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