An overview of Daily 5 and CAFE as designed by Boushey and Moser.

1. Literacy Learning at
MACC

2. What is Daily 5?
 A student driven management structure
designed to fully engage students in activities
that support reading and writing.
 Creates routines and procedures that foster
independent literacy routines that become habit.

3. What is it made up of?
Five Literacy tasks that can be completed as a
whole class, groups or individuals
 Read to Self
 Read to Someone
 Listen to Reading
 Work on Writing
 Word Work

4. What does the research say?
 Research shows that students need to:
* read to be better readers
* write to be better writers
 Routman and Allington show that we are used to
teaching 80% of the time and practice 20% of
the time. Now we know it needs to be teaching
20% of the time and students practicing 80% of
the time. It is the same as sports, you have to
physically practice to get better!

6. What sets the Daily 5 apart?
 For Students…
 Engage in the act of reading and writing for extended amounts of
time.
 Receive focused instruction on building and maintaining
independence.
 Receive instruction through whole group, small group, and/or
individual conferring, by their skilled classroom teacher, each
day.

7. What sets the Daily 5 apart?
 For Teachers….
 Deliver whole class lessons each day
 Teach small groups of children each day
 Confer with individual students each day
 Hold all students accountable for eyes-on-text.

8. Important foundations of Daily 5
 Trusting students
 Providing choice
 Nurturing community
 Creating a sense of urgency
 Building stamina
 Staying out of students’ way once routines established

9. READ TO SELF
The best way to become a better
reader is to practice each day
with Good Fit books
that you have
selected yourself.
It’s Fun!

11. Read to Self data to date!
30
25
20
15
Term1 Wk 1/2
10
Term1 Wk 6
5
Term 2 Wk 6
0

12. WORD WORK
 Expanded vocabulary leads to
greater fluency in reading, therefore
increasing comprehension.
 Becoming more proficient as a
speller leads to improved writing
fluency.

14. READ TO SOMEONE
Partner reading provides opportunities
to practice strategies, improve
fluency, check for understanding, and
hear your own voice while sharing in
the learning community.

16. LISTEN TO READING
Just hearing fluent and expressive
reading of good literature expands
vocabulary, helps build stamina and
makes better readers.

18. WORK ON WRITING
Just like reading the best way to
become a better writer is to
write each day.
It’s Fun!

20. So what’s a good fit book?
 Research indicates that an independent level or a good fit book for
children is one they can read with 99% accuracy. (Richard
Allington, March 2005)
 Higher levels of oral reading error rates are linked to significant
increases in off-task behavior. (Gambrell, Wilson, and Gantt, 1981)
 There is more to choosing a good-fit book than just reading the
words. A child’s purpose for reading, interest in a topic, and ability to
comprehend play a large role in finding a good-fit book.

21. I PICK
I choose a book
Purpose Why do I want to read it?
Interest Does it interest me?
ComprehendAm I understanding what I’m reading?
K now I know most of the words

22. CAFE
The literacy tasks alone are not enough…
CAFE is a guide and system to focus our instruction,
help students set reading and behavior goals and
Monitor progress
CAFE
Comprehension
Accuracy
Fluency
Expand Vocabulary

23. The CAFE Menu Board
 4 components set up across the top.
 As a strategy is introduced it is put up on a
sentence strip under the
category by a child.
 Children put sticky notes
under strategy they are
working on.

24. Why CAFE?
 Guide for instruction
 CAFE board is a visual aid to help students
 Collection of strategies students can access to
apply reading strategies during reading.
 Allows a gradual release of responsibility to
students.
 Accountability
“You now know X. Let’s practice it…
…..Now use it!...... ALL the time!!!”

25. Individual Conferences
 Assess individual students
 Discuss findings with students
 Set goal and identify strategies with students
 Student declares goals on menu and in
notebook
 Teacher fills out individual Reading Conference
form
 Teacher assigns child to a Strategy group
(Guided Reading)
 Instruction takes place

28. Reading at Home
 Use the term Good Fit Book
 Keep a Finger Test bookmark handy
 Join a local Library and/or our school Library
 Use the Pause, Prompt and Praise strategy
 Read to your children EVERY day!

29. Reading at Home
http://www.schoolatoz.nsw.edu.au/homework-
and-study/english/english-tips/learning-to-
read

30. Resources
 The Daily 5 by Gail and Joan Mosley
 CAFE by Gail and Joan Mosley
 http://www.the2sisters.com/
 http://www.thedailycafe.com/
 http://maccjsblogparty.blogspot.com.au/