Jennifer Booth
5th grade
Reading/Daily 5 lesson 2/60 min
TEACHER
GRADE
CLASS/SUBJECT/TIME
Objective: Students will practice first step of daily five and choose books based on I PICK chart.
Subject Standards (District/State) R.AT.05.01 be enthusiastic about reading and do substantial reading and writing on
their own.
Feb 8
DATE
DAILY LESSON PLAN
Mental Set, Share Objective (Behavior and Content aligned with district and state benchmarks), Input, Modeling, Check for Understanding,
Guided Practice, Independent Practice, Assessment, Extensions, Closure
Time
4 min
(Content/What?)
TASK ANALYSIS
(The pieces of the puzzle)
Intro/review
48 min Input/modeling
(How?)
TEACHING STRATEGIES
(Student Performance/Do?)
CHECK FOR UNDERSTANDING
(Include what you want the students to say)
Say: “Yesterday we started a new program
called the daily 5.”
Ask for student input on what they learned.
Call students back to the reading
corner using the chimes, if they do
not come back silently have them
practice it again.
Have I Pick chart ready on chart paper
Students will be actively listening
to discussion, as well as
participating by answering
questions with a hand raise/ or a
thumbs up.
I PICK Good Fit Books
1. I choose a book
2. Purpose-why do I want to read it?
3. Interest-Does it interest me?
4. Comprehend-Am I understanding what
I’m reading?
5. Know-I know most of the words
1
(With?)
RESOURCES/
MATERIALS
(Include the actual pages
needed)
Bag of shoes with
different purposes.
Examples:
Ice skates
High heels
Flip flops
Running shoes
Shoes that are too
small and too big
(spouse’s shoes, and
child’s shoes)
TIME
(Content/What?)
TASK ANALYSIS
Input/modeling
(How?)
TEACHING STRATEGIES
1. I choose a book
Tell students to remember this acronym
when choosing books IPICK
2. P
Have a bag of multiple shoes, start
pulling the shoes out and discussing that
the shoes in the bag represent your
interests…just like the books you read
should represent interests.
3. I
Just as the shoes represent interests, they
also represent purpose. Question if the
Ice skates can be used for the same
purpose as the running shoes, or high
heels, or flip flops.
4. C
Pull out shoes that are too big or too
small, talk about how they don’t fit. Just
like shoes have to be the right size to be
a good fit, books need to be the right
level to be a good fit.
The shoes that are too big symbolize a
book that is too hard, while the shoes
that are too small symbolize a book that
is too easy. Neither is good for building
stamina.
Have a student volunteer choose a pair
of shoes to try on, and walk around in.
Remind students that just because a
book is a good fit for me doesn’t make it
a good fit for them; this applies to their
friends as well.
2
(Student Performance/Do?)
CHECK FOR UNDERSTANDING
(With?)
RESOURCES/MATERIALS
Several levels of
books
 An easy
picture book
 A text book
that is
understood
but of low
interest
 A very
difficult
technical
book
 A book that is
interesting
and on level
(perhaps
fiction).
5. K
Know most of the words.
Book bags and a
designated spot to put
them.
Model reading the books that were brought, and
ask students which would be the best choice for
based on IPICK.
Hand out book bags and give students 5
minutes to shop the room based on IPICK.
5 min
Practice
Review chart from yesterday, remind them of
expectations. Practice to build stamina.
Continue to repeat practice/pull back through
the end of reading. Making sure to praise efforts
each time.
3min
Close
Praise students for day’s efforts and for the
increase in stamina. Ask for feedback on how
they thought it went.
Show students where they will be keeping the
book bags.
.
Read to Self Independence
Students
Teacher
Read the whole time Work with students
Stay in one spot
Listen to children
Read quietly
read
Work on stamina
Help students with
Get started right
reading
away
3
I chart from previous
day.
4