Scholarly Inquiry Paper

Using The Daily 5 and Words Their Way to

Differentiate Literacy Instruction in Grade 2 and Grade 4

Submitted to Dr. Jerri Shepard,

Gonzaga University
Spokane, Washington
November 3, 2013

West Kelowna, B.C.

EDLA 525
Leadership and Inquiry

Scholarly Inquiry Paper

Using The Daily 5 and Words Their Way to
Differentiate Literacy Instruction in Grade 2 and Grade 4
General Problem:
In every classroom, the student population is becoming increasingly diverse. Gone are
the days of handing out a class novel and expecting all students to fluently read and successfully
demonstrate a sufficient understanding of that text. Nor can teachers give their students a
spelling test with the same complexity of word patterns. Educators are becoming increasingly
more aware that their students learn at a different pace, require various instructional strategies
and access to a wide range of resources to improve their literacy skills. In addition to varying
cognitive, affective, physical and communicative development, todays classrooms are diverse
with respect to culture, ethnicity, language and socioeconomic background (McQuarrie &
McRae, 2010, p. 1). Teachers are being faced with new challenges and the complexities of
differentiating instruction for these students whose literacy needs, interests and strengths vary
widely (Watts Taffe, 2013).
Although small-group reading instruction is used frequently in primary classrooms,
differentiating teaching and practice in small groups is less common in intermediate classrooms
(Gibson, 2011). Research and evidence from classrooms at all levels suggests that explicit
reading instruction in small group settings has proven most effective for increasing opportunities
for successful teaching and learning (Elbaum, Vaughn, Hughes, Moody & Shumm, 2000). In
small groups, teachers can ensure that the students can read and comprehend text by monitoring
them closely, listening, questioning, engaging in conversations, and providing feedback (Gibson,
2011). This inquiry is for primary and intermediate teachers who are looking for a structure that

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can be used at the primary and intermediate grade levels; a structure that can provide a common
language for all students throughout an elementary school while differentiating instruction in
reading and writing.
Background Information:
As a reflective practitioner, I have always challenged myself to take risks and implement
new teaching strategies with my students. I pride myself on staying current with best practices
and continuously modifying my own practice to ensure I am doing everything for all students in
my room to reach their full potential. After all, it is my responsibility as an educator to enhance
the quality of my instruction for all learners (Tomlinson, et al., 2003). All students need to be
successful in acquiring literacy skills. To become literate adults, students must be capable
readers. To be capable readers, they must enjoy reading. Matching instruction to individual
reading styles can accomplish all of these goals (Carbo, 1990, p. 26). Effective teachers also
realize that not all needs can be met using the same instructional strategies, pacing or resources.
Differentiated Instruction has the potential to create learning environments that maximize
learning and the potential for success for all studentsregardless of skill level or background
(McQuarrie, McRae & Stack-Cutler, 2005, p.2).
Differentiated instruction is a philosophy and an approach to teaching in which teachers
use strategic assessment to make informed decisions regarding targeted, personalized and fluid
instruction to best educate their students. The belief is that all students can learn, in their own
ways and in their own time. According to Carol Ann Tomlinson, an early advocate of this
approach, differentiating instruction means modifying teaching and learning routines so that a
wide range of learners readiness levels, interests and learning styles are addressed (2003, p.121).
The challenge remains with the teacher on how to best meet vast range of needs in the classroom.
2

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Rationale (Educational Significance):

Students need to be active participants in their own learning journey. Tomlinson states
that in a differentiated classroom, teachers strive to build trust, ensure fit, strengthen voice, and
develop awareness. This kind of learning enriches life. Teachers, who differentiate effectively,
help students form their own identity as a learner. As students trust this process, they develop
the power and urgency they need to become intellectual beings and own the process of learning
(2008, p. 30). We truly believe that when students are engaged in their learning, make individual
choices and feel empowered, the learning is much greater. Teachers can create this environment
and foster literary independence for students at all grade levels. The Daily 5 (2006) allows
teachers to help students work independently with meaningful literacy activities at the student`s
developmental level while the teacher instructs small groups or individuals.
If teachers are going to meet the needs of all students, they must recognize how different
learning styles influence the most fundamental skill, reading (Carbo, 1990). Carbo also explains
that not all learning problems disappear when educators differentiate instruction, but we wont
meet the needs of all learners and may create learning problems if we dont (1990, p.28). Our
goal is to explore how The Daily Five and Words Their Way can be effectively utilized together
in both Grade 2 and Grade 4 to allow both primary and intermediate teachers to differentiate this
critical literacy instruction.

Purpose of the investigation:

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The purpose of this study is to explore how The Daily 5 (Boushey & Moser, 2006) and Words
Their Way (Bear, Invernizzi & Templeton, 2011) can be effectively used at the Grade 2

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If it is in the text, use and

(primary) and Grade 4 (intermediate) levels to differentiate literacy instruction, as well as the

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perceptions of the students currently using both The Daily Five and Words Their Way.
Operational Definitions:
Daily 5-A structure that will help students develop the daily habits of reading, writing and
working with peers that can lead to a lifetime of independent literacy.
Differentiated Instruction - Modifying teaching and learning routines so that a wide range of
learners readiness levels, interests and learning styles are addressed. (Tomlinson, 2003)
Instructional Strategies Techniques teachers use to help students become independent,
strategic learners. These strategies become learning strategies when students independently
select the appropriate ones and use them effectively to accomplish tasks or meet goals.
Instructional strategies can motivate students and help them focus attention, organize information
for understanding and remembering or monitor and assess learning (Alberta Education, 2002).

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Intermediate- Students who are enrolled in Grades 4, 5 or 6.

Literacy- Being literate means having the skills necessary to understand what you or others read
and write.
Primary- Students who are enrolled in kindergarten, Grades 1, 2 or 3.
Words Their Way-A developmental word study for phonics, vocabulary and spelling
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instruction.

Research Question #1: Will the implementation of The Daily 5 structure and Words their Way
improve literacy results in reading and writing with both Grade 2 and Grade 4 students?
Research Question #2: Will the students who utilized The Daily 5 structure in Grade 2 and
Grade 4 have higher academic standing in reading and writing compared to those students who
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only utilized The Daily 5 in Grade 4?

Summary:
Teachers are becoming increasingly more aware that their students learn at a different
pace, require various instructional strategies and access to a wide range of resources to improve
their literacy skills. The challenge then becomes how to best address the vast needs of all the
learners in both the primary and intermediate classrooms. The Daily 5 structure can allow
teachers to give students of all ages ownership of their own learning, and at the same time,
provide specific and appropriate reading and writing instruction to small groups of students.
Differentiation and small group reading and writing instruction should continue throughout the
intermediate grades so that all students readiness levels, interests and learning styles are
considered.

References:
Alberta Education. (2002) Alberta Learning, Alberta, Canada. Retrieved on October 20, 2013
from http://education.alberta.ca/media/352984/is.pdf.

Bear, Donald R., Invernizzi, Marcia A., Johnston, Francine. & Templeton, Shane R. (2011).
Words Their Way: A Word Study for Phonics, Vocabulary and Spelling Instruction.
Pearson Education

Boushey, G. & Moser, J. (2006). The daily five: Fostering literacy independence in the
elementary grades. Portland, ME: Stenhouse.
Carbo, M. (1990). Igniting the literacy revolution through reading styles. Educational
Leadership, 48(2), p.26.
Elbaum, B., Vaughn, S., Hughes, M.T., Moody, S.W., & Schumm, J.S. (2000). How reading
outcomes of students with disabilities are related to instructional grouping formats: A
meta-analytic review. In R. Gersten, E.P. Schiller, & S. Vaughn (Eds.), Contemporary
Special Education Research (pp. 105-135). Mahwah, NJ: Lawrence Erlbaum Associates.
McQuarrie, L.M. & McRae, P. (2010) A provincial perspective on differentiated instruction: The
Alberta Initiative for School Improvement (AISI). Journal of Applied Research on
Learning, 3, Article 4, pp. 1-18.
McQuarrie, McRae & Stack-Cutler. (2005) Differentiated Instruction: Provincial Research
Review.

Tomlinson, C.A. (2008) The Goals of Differentiation. Educational Leadership, 66 (3), pp. 2630.
Tomlinson, C.A., Brighton, C., Hertberg, H., Callahan, C.M., Moon, T.R., Brimijoin, K.,
Conover, L.A., Reynolds, T. (2003) Differentiating Instruction in Response to Student
Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review
of Literature. Journal for the Education of the Gifted, 27(2/3), pp. 119-145.
Watts Taffe, Susan. (2013) Differentiated Instruction: Making Informed Teacher Decisions. The
Reading Teacher, 66 (4), pp. 303-314.