The Literacy Block Using the CAFE and Daily Five in my classroom program
Whole Class CAFE - 15 minutes Focus is on introducing a new CAFÉ strategy and/or revising previously taught strategies. I use online stories on the Interactive Whiteboard (using resources such as Oxford Owl) or Big Books, to model the strategy.
Read to Self - 15 minutes Students read ‘Just Right Books’ that they have selected from the Classroom Librar y. During Reading Conferences I monitor students’ book choices. During this time I hold Reading Strategy Groups. The focus for these groups has been determined during the previous week’s Guided Reading sessions. During these Strategy Groups students are introduced to their new reading goal, and are explicitly taught the strategy that they need to work on, and given the oppor tunity to practise it. They write their goals on the classroom display and are given a bookmark with their reading goal on it. Strategy groups are shor t and sharp – no longer than 10 minutes.
Daily Five Rotations - 20 minutes Activities include: VCOP tasks (focusing on a particular area within Vocabulary, Connectives, Openers & Punctuation) Spelling investigations Word Work Comprehension activities. Every second week these are focused on Guided Reading texts. Listen to Reading (using netbooks or MP3 player) Handwriting. Activities designed to practise reading strategies taught in CAFÉ time. Activities are differentiated to cater for the ability levels and needs of individual students. During this time I hold Guided Reading sessions. I work with each student to identify a reading goal. These are documented and used to group students according to common areas of need. These groups form the focus for reading strategy groups in the following week.
Work on Writing - 50 minutesStructure: Whole Class Introduction, involving an experience to engage and ‘tune in’ the students, and to connect with prior knowledge. Shared/modelled writing with whole class. Individual writing for approximately 25 minutes Interactive Writing groups held regularly with low/reluctant writers, and other groups as required. Writing conferences are used to determine individual writing goals, and writing strategy groups are held to explicitly teach strategies and practice working on goals. Whole Class share time to reflect on and consolidate learning, as well as celebrate working towards and achieving writing goals.
Reflection Positive Minus Interesting• Student learning is goal- • Can be tricky to fit it all in • I would like to adapt my oriented. each morning structure to cater for more• All tasks are differentiated • I haven’t yet integrated Writing student choice and ownership according to ability levels and tasks into the Daily Five over the Daily Five activities. student needs. program, rather keep the • Reading goal bookmarks help• Reading strategies are ‘Work on Writing’ task ensure students always know explicitly taught, and students relatively separate to the rest their reading goal and are are able to articulate their of the session. I would like to reminded of it each time they goals, and what strategies try to integrate this some read. they are working on. more.• The program helps to develop student independence, stamina and motivation.• Students work in both similar- ability and mixed-ability groupings.
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