1. The Daily 5 & CAFE
November 28, 2012

2. Level & Shuffle I have heard of the Daily 5.
1- Awareness
2- Exploration
3 – Synthesis
4 - Refinement
I have heard of the Daily 5.
I have read about the Daily 5 and am just starting it in my classroom.
I am currently using Daily 5 in my classroom and am starting to incorporate the CAFE.
I amusing the Daily 5 and CAFE consistently and confidently in my classroom.

3. Morning Agenda How can we make the most of our ELA block?
What is the DAILY 5 and the CAFE?
How do we prepare student to work independently?
How do we launch the DAILY 5 in our classrooms?
How does the DAILY 5 and CAFE support our ELA curriculum?
Where can we get further support in the DAILY 5 & CAFE?

4. Reflect & Assess How do you manage your ELA/Literacy block?
Do you get a chance to confer with small groups of students?
Do you work on specific learning strategies for specific groups of students?
Are students getting the opportunity to practice their language skills daily?
Are your students independent learners?

5. the Daily 5
The Daily Five is a literacy structure that allows for differentiation in the classroom and provides consistency.
It is an integrated literacy instruction and classroom management system.
It is a system of five literacy tasks that teaches students independence.

6. The Daily 5 Read to Self Read to Someone Listen to Read
Work on Writing
Word Work

7. Foundations
Trusting students Providing choice Nurturing community Creating a sense of urgency Building Stamina Staying out of students’ way once routines are established

8. the CAFE
CAFE is an acronym for Comprehension, Accuracy, Fluency, and Expanding Vocabulary
the system includes goal-setting with students in individual conferences, posting of goals on a whole-class board, developing small group instruction based on clusters of students with similar goals, and targeting whole-class instruction based on emerging student needs and fine tuning one on one conferring.

9. The Daily 5 & CAFE in Action

10. What sets The Daily Five Apart?
For Teachers….
Deliver 3 – 5 whole group lessons each day
Teach 3 – 4 small groups of children each day
Confer with 9 – 12 individual students each day
Hold all students accountable for eyes-on-text
For Students…
Engaged in the act of reading and writing for extended amounts of time
Receive tailored instruction through whole group, small group, and/or individual conferring, by their skilled classroom teacher, each day
Receive focused instruction on building and maintaining independence

12. 10 Steps to Teaching and Learning Independence
1. Identify what is to be taught
Today we are going to…..
2. Setting Purpose – Sense of Urgency
Tell the students why…
3. Brainstorm behaviors desired using an I chart
What does it look like, sound like, feel like?
Read the whole time.
Stay in one spot.
Read quietly.
Get started right away.
4. Model most desirable behaviors
Show what it looks like – 3 dimensional
As they do this, go over I chart and then ask: “Will ____ become a better reader if he does this?” (Self assessment is so important.)

13. 10 Steps to Teaching and Learning Independence
5. Model least desirable behaviors
Michael Grinder calls this “training your muscle memory”. As a child is modeling this, go through chart and ask children, “Will ___ become a better reader if he does this?”
Then, have the child show you he/she can do it correctly.
6. Place students around the room
Children want to be comfortable
At the beginning we place them and after awhile we show them how to choose. We ask them, “Where do you read best?”
7. Everyone practice and build stamina (3 minutes)
Don’t set timer, look for body clues.

14. 10 Steps to Teaching and Learning Independence
8. Stay Out of the Way
Use “the magical power of a teacher’s eye”
Watch for “The Barometer Child”
9. Quiet Signal – Come back to Group
When stamina is broken, use signal.
10.Group Check In – “How Did You Do?”
This is time for self reflection and sharing.

15. Setting up the Daily 5
Establish a gathering place for brain and body breaks

16. Developing the concept of “good-fit” books through a series of lessons
Shoe Lesson

17. Creating anchor charts with students for referencing behaviors

18. Short, repeated intervals of independent practice

19. Calm signals and check-in procedures
Using the correct model/incorrect model approach for demonstrating appropriate behaviors

20. Launching Read to Self
Part 1 of 3 – “I –Charts”

21. Day 2
(repeat from Day 1)
Model and practice “Three Ways to Read a Book”
Read the pictures
Read the words
Retell a familiar story
Review I-chart
Model and practice student behaviors of “Read to Self”
Continue working on Stamina minutes
Reflection
Part 2 of 3 Building Stamina

22. Day 3 Discuss “Where to sit in room” and record on an anchor chart
Continue with above adding 1-2 minutes each day extending stamina
Reflection

23. Day 4
Continue to review I- chart Teach how to choose “Good Fit Books” record on anchor chart Continue stamina building

24. Why good fit books are important to reading.
For older students, teach how to choose “Good Fit Books” – record on anchor.
For younger students, discuss “Good Fit Books” with five finger rules when all Daily 5 is running smoothly and if they are ready. Until then, they may choose the book which interest them.
Five Finger Rule
Read a page in the middle of the book.
Put up one finger for every “clunk” you have.
0 finger – too easy
1-3 fingers – just right!
4-5 fingers – quite hard – go slow!
6 and more fingers – too hard for now.
I PICK : Good Fit Books
Why good fit books are important to reading.

25. When can I introduce the next Daily 5?
When the students build the following stamina, you can introduce next Daily Five. Kindergarten – 7-8 minutes Primary – 8-12 minutes Intermediate – minutes * Before moving on to launching the next Daily Five, the behavior during those practice rounds should be NEAR PERFECT.

26. the CAFE
Why are strategies essential?

28. Strategies for Comprehending & Responding – ELA Curriculum
Before
During
After
Activating and building upon prior knowledge and experiences
Previewing text
Setting a purpose
Anticipating the author’s or creator’s intention
Making connections to personal knowledge and experience
Using the cueing systems to construct meaning from the text
Making, confirming, and adjusting predictions and inferences
Constructing mental images
Interpreting visuals (e.g., illustrations, graphics, tables)
Identifying key ideas and supporting ideas
Self-questioning, self-monitoring and self-correcting
Drawing conclusions
Adjusting rate or strategy to purpose or difficulty of text
Recalling, paraphrasing, summarizing, and synthesizing
Interpreting (identifying new knowledge and insights)
Evaluating author’s or creator’s message(s)
Evaluating author’s or creator’s craft and technique
Responding personally, giving support from text
View, listen, read again, speak, write, and use other forms of representing to deepen understanding an d pleasure

29. CAFE Strategies
How are CAFE strategies similar to Comprehend and Respond Learning Strategies?
Remember to follow the process towards independence:
You do – I watch
You do – I help
I do – You help
I do – You watch

30. Guided Practice...CAFE...Interventions

31. A walk through the two sisters website

32. Schedule - example
9:00-9:20 CAFÉ group with teacher/other students at Daily 5(1st choice) 9:20-9:40 Large group mini-lesson 9:40-10:00 CAFÉ group with teacher/other students at Daily 5 (2nd choice) 10:00-10:20 Large group mini-lesson 10:20-10:30 CAFÉ group with teacher/other students at Daily 5 (3rd choice)

33. Begin at your entry point in the Daily 5 & CAFE
Pinterest, Twitter, the 2 Sisters

34. Let’s get rolling with the Daily 5
Setting Up the Daily 5 – materials, environment and lessons – Read to Self; Listen to Read; Read to Someone
Work on Writing & Word Work – What activities will correspond to the contexts and tasks of your current ELA unit. Daily 5 is practice formative.
Are you ready for the CAFE Menu?
– Utilizing RAD data

35. If you encounter problems… ask yourself these questions:
Did I allow enough time for training muscle memory?
Have I reviewed the I-charts?
Am I staying out of the way and allowing the children to work independently?
Am I allowing choice?
Are some children allowed to reflect and set goals each day ?
Have I had behaviors modeled correctly and
incorrectly?
Who can I collaborate with for support?

36. Follow-up Online Chats (Twitter) Learning Communities
Observation & Reflection

37. Daily 5: Take one step at a time!