Thanks so much. Do you find that students in the D5 structure get less time 
actually reading and writing? And, is it possible to use the D5 assessments? 
Our head of school wants common assessments used. 

Thanks! 

----- Original Message -----
From: "Laura Rieben" <[email protected]> 
To: "Mosaic: A Reading Comprehension Strategies Email Group" 
<[email protected]> 
Sent: Thursday, September 30, 2010 6:19:10 PM 
Subject: Re: [MOSAIC] Reading Workshop vs. Daily 5 / CAFE 

I have taught using both. I think of daily five as a kind of reading 
workshop. During D5, students are reading to themselves (as they would 
during reading workshop) but they are also able to choose to write, read 
with a friend, listen to a book on tape, or explore word patterns 
(approaching literacy from many directions). In both programs, whole group 
lessons are used to model strategies to the students and both end with a 
time to share (and reteach). In both, the teachers meet with small strategy 
groups and conference with individuals to set goals/assess progress. D5 
allows students choice in their studies. D5 also breaks up the workshop 
time into 15 to 30 minute segments with mini-lessons in between. There is 
usually not time for students to actually do all five every day but the 
choices are available. Intermediate grade teachers may choose to 
eliminate/lessen the word work and listening choices. 
One of the best things about the D5 book is the structure of how they 
gradually increase stamina of the children in each area to help them work 
independently and successfully. The best thing about reading workshop is 
the amount of reading the kids get to do in a day. 
I don't think they are mutually exclusive. If you have a whole school 
working within these two structures, you should celebrate. I would think 
teachers could easily choose which is better for their own classroom. The 
focus on comprehension and student empowerment is the same for both. Must 
be a great school!! 
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