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A New Idea for Your Daily Literacy Block

A New Idea for Your Daily Literacy Block

Have you heard about the Daily 5™ or guided reading? From what we hear, teachers across the country are finding that both strategies can really help make a daily literacy block fun for students learning to read or reading to learn! Best of all, the consistent format of the Daily 5 makes lesson planning less time consuming, and guided reading provides a variety of ways for teachers to observe their students as they learn to read.

Just in case you’re not familiar with the Daily 5 and guided reading, here is a quick summary of each strategy:

The Daily 5 – A structure for a classroom’s literacy block that helps students develop the daily habits of reading, writing, and working independently that will lead to a lifetime of literacy independence

The key components of this approach are:

  • Read to Self
  • Read to Someone
  • Listen to Reading
  • Work on Writing
  • Word Work/Spelling


Guided Reading – A variety of different opportunities for teachers to observe students as they read from texts at their instructional reading levels and work to develop strategies they can apply independently for further learning

Most approaches to this strategy have these common elements:

  • Working with small groups
  • Matching student reading ability to text levels
  • Giving everyone in the group the same text
  • Introducing the text
  • Listening to individuals read
  • Prompting students to integrate their reading processes
  • Engaging students in conversations about the text

We’ve put together an easy overview of ideas on how to use our Reading Eggs and Reading Eggspress solutions to help you try out the Daily 5 and guided reading. You can download our Reading and Reading Eggpsress Daily 5 and guided reading information sheet of ideas for activities, learning centers, and incentives by clicking here.

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Boushey, G. & Moser, J. (2011). The Daily 5 tasks: Creating a sense of urgency. Retrieved from the 2 Sisters website:

Burkins, J.M., & Croft, M.M. (2010). Preventing misguided reading: New strategies for guided reading teachers. Newark, DE: International Reading Association.