The document describes a literacy block structure that uses the CAFE and Daily Five programs. It includes: 1) A whole class CAFE lesson to introduce or review reading strategies. 2) Independent reading with conferences, and strategy group lessons to practice targeted skills. 3) Daily Five rotation stations focused on vocabulary, spelling, comprehension and other skills. Guided reading is also conducted. 4) A writing block with shared writing, conferences, and time to work on individual goals.

1. The Literacy Block Using the
CAFE and
Daily Five
in my classroom program

2. 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.

3. 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.

4. STRATEGY GROUPS

5. 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.

6. DAILY FIVE ROTATIONS

7. Work on Writing - 50 minutes
Structure:
 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.

8. 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.