 Many classroom teachers are using Daily Five in their classroom. I take mini cues from the sisters and I take mini cues from my my family of friends that I work with as well as outside. I check out YouTube videos. I find different resources online. Of course teachers pay teachers as wonderful and Pinterest. But I've come up with a system that really works for me, and I usually do this the second part of the classroom year. So what I've done is I've created these boards, and I know this takes the choice element out of it. But I have found in my classroom a lot more learning happens and a lot more productivity. My particular productivity goes way up when we're using these boards, and the choice is taken out of it. So you can take it or leave it. This is how I run my classroom. So what I do is we use initials a lot of the time in in my grade level, and so I put initials up here. So all they have to do is find their initials and they look at the board right above it. So for example, these two people, I have a box around or a rectangle around their names, their initials because these two people are read to someone partners, and they know this. I have pre-taught all of this how this whole system works. And so what these two girls have to do is they just say, okay, number one, read to someone. And then what they do is they, and I have gone over this all before daily five, so they know what they're doing, and I will say go. And all they have to do is look up here and see where we're going. I have a bell that rings in between each one of these. And so that they know that that's the transition time. And then they know that we count down from five and we begin. So that there is literally five seconds of check-in time rather than the entire class checking in. I, at this point, do not do many lessons in between. I do many lessons ahead of time before daily five, and I do many lessons at the back end of daily five. But I do not interrupt this full daily five with many lessons in the middle. I just find that this works really well with my grade level and with the students that I have. So I'd like to also show you where the directions are because I find that students really need a reminder of what to do during daily five. If you tell them all those directions at the very beginning, that's a lot for them to hold on to. And for those kids that can't hold on to all that information, sometimes they're a one direction kid, then this is a lot of information to give them ahead of time. So this is why I write it. They can always refer to the board. So this is just, you know, I've just made this, just daily five posters. And so read yourself usually as a reading time. Wordwork, I tell them what on the board they should be doing for that day. Or if I have a sheet of paper that they need to fill out, I will actually put the sheet of paper here so that when they look up here, wordwork, oh, there's that piece of paper. I always have in the exact same spot. The procedures are ingrained in their head at this point in the classroom year. So and then, of course, I would write as I'm telling them, so boys and girls, today for read to someone, you're going to be working with your groups. So this is how I run daily five. And I know that it may not be a perfect system, but in my classroom, this tends to up the productivity and students get a lot of reading in, independent reading in, as well as read to someone. And the read to someone books I have for them are basically on-level books for these two. So these groups I have leveled according to their reading level. And so those are the read to someone groups. I have books picked for them. They are not actually choosing books out of their book boxes, as the sisters would tell you. I find that I have less management to deal with. And I find that I have more reading happening. So you might want to try this system in your classroom. I hope it works for you.