Abstract
This paper focuses on an action research project that integrated the "Daily 5" literacy framework into a fourth-grade classroom in a small rural town in Kansas. The study aimed to enhance the literacy skills of English Language Learners (ELL) using the Daily 5 method, which includes five key activities: Read to Self, Work on Writing, Read to Someone, Listen to Reading, and Word Work. The research involved a six-week intervention and used student performance data, including daily assignment scores and oral reading fluency, to assess the impact of this framework on ELL students. The findings indicated significant improvements in students' literacy skills, suggesting the effectiveness of the Daily 5 in this context. Discussion, reflection and implications for further studies were included.
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Recommended Citation
Vu, Phu and Vu, Lan
(2024)
"Daily 5 Implementation to Improve ELL Students’ Performances,"
Networks: An Online Journal for Teacher Research:
Vol. 25:
Iss.
1.
https://doi.org/10.4148/2470-6353.1364
Special Issue
No
Included in
Curriculum and Instruction Commons, Elementary Education and Teaching Commons, Other Education Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Scholarship of Teaching and Learning Commons
