The Daily 5 and C.A.F.E. are literacy frameworks based on research showing the best practices for instruction. They allow teachers to differentiate instruction through small group and individual conferences while students work independently through a choice of literacy tasks. C.A.F.E. further supports literacy development by integrating reading and writing assessments to set student goals and form strategy groups in comprehension, accuracy, fluency, and expanding vocabulary.

1. The Daily Five
&
C.A.F.E.
“A Readers Workshop Approach to Small Guided Reading”
Serina Brown

2. The Daily 5 and C.A.F.E are based off of research and studies
conducted by several respected names in education such as,
Reggie Routman, Gay Su Pinnell and Ralph Fletcher to name a
few.
It is using what research has shown to be the best practices in
literacy instruction.

3. The Daily Five & C.A.F.E
Will Allow Teachers to…
• differentiate instruction in the classroom.
• teach children in “smaller” groups.
• conference with individual students.
• “clearly” organize reading strategies.
• have “TRUE” flexible reading groups.
• create powerful readers, writers and critical
thinkers.

4. • meaningful and engaging literacy tasks
• will assist students in developing daily habits of
reading, writing and working with peers
• organized centers
• Leads to a lifetime of independent literacy
What is the Daily 5?

5. • Read to Self
• Work on Writing
-Blogging
- Epals
-Photo Story
-Writing journal
• Read to Someone
• Word Work
• Listen to Reading
-Storyline online
-Tumblebooks
-Starfall
-Pebble Go
The Daily 5 Tasks

6. What Does Daily 5 Look Like?
Students gather for mini-lessons followed by
choice times where they choose one of five
tasks and work independently while the
teacher meets with individuals/small
groups.
"With the introduction of choice, a child's world changes!"
(Boushey & Moser, p. 20)

7. What Does Daily 5 Look Like?
75 or 90 minutes will have 3 rounds containing:
Round 1
7-10 minutes of whole group Focus Lesson
followed by
15-20 minutes of independent work/teacher
doing small group
Round 2
7-10 minutes of whole group Focus Lesson
followed by
15-20 minutes of independent work/teacher
doing small group
Round 3
7-10 minutes of whole group Focus Lesson
followed by
15-20 minutes of independent work/teacher
doing small group
60 minutes will have 2 rounds containing:
Round 1
7-10 minutes of whole group Focus Lesson
followed by
20 minutes of independent work/teacher doing
small group
Round 2
7-10 minutes of whole group Focus Lesson
followed by
20 minutes of independent work/teacher doing
small group

8. First Focus Lesson
http://www.youtube.com/watch
?v=pNmjXPV_Oko
I
P
I
C
k
I choose a book
Purpose
Interest
Comprehend
Know
the words.

9. Possible focus (mini) Lessons
 Monthly Reading Strategy
 Spelling
 Phonics
 Vocabulary
 C.A.F.E.
 Grammar
 Writing

10. Accelerate student learning
USING THE CAFÉ MENU to Support Balanced Literacy
Dyer-Kelly Elementary, SJUSD
Staff Development
The C.A.F.E. allows teachers to assist
students to “dig deeper”.
C.A.F.E.
Comprehension
Accuracy
Fluency
Expand Vocabulary

11. What is C.A.F.E.?
 Reading & Writing assessment program
 Integrated with Daily 5
 Involves goal setting
 Allows for small strategy groups
USING THE CAFÉ MENU to Support Balanced Literacy
Dyer-Kelly Elementary, SJUSD
Staff Development

13. How to approach
C.A.F.E. strategies
Identify what goal and strategy is to be taught/re-taught
during whole group mini lesson
* See Ready Reference Forms*
Teach the strategy
Students practice with partners
 A student should write, illustrate and display the strategy
in the classroom.

14. Data Binder
• Keeping track form
–This is a simple grid with each child’s name on
it.
–Conferencing will occur depending upon
student need
• Strategy group form
–This form is used to plan lessons for children
with similar goals.
What’s In it?

15. Data Binder Cont.
• The Literacy Cafe Menu
• Reading Conference Form
• Writing Conference form
• Calendars
• Appointments
• Whole group mini lessons instruction
• Assessment Data
Let’s take a peek inside Ms. Brown’s data binder.

16. Strategy Groups
• Meet one-on-one with students, assess using
Reading 3-D, DIBELS (progress monitoring)
• Talk to students using the language of the menu
• Set goals and identify areas of need
• Record information in data binder
• Group students by the same strategy

17. Why Daily 5 and C.A.F.E.?
• Individualized attention
• Motivation, Engagement & Learning
• Higher Level Thinking (uses upper part of brain)
• Direct Instruction
• Consistency
• Develops independent readers
• Guide for instruction
• CAFÉ board is a visual aid to help students
• Collection of reading strategies to apply during each reading
experience along with Gradual Release of Responsibility
• Accountability

18. Helpful Websites
Mrs. Bainbridge’s Class
Teachers D5 Share and Swap Stop
Delightful Daily Five Cafe
The Daily Café
The Sisters

19. Questions???
Good Luck!

20. Credits
Boushey, Gail & Moser, Joan (2006). The Daily Five. Portland, ME: Stenhouse
Publishers.
Boushey, Gail & Moser, Joan (2009). The CAFÉ Book. Portland, ME: Stenhouse
Publishers & Ontario, Canada: Pembroke Publishers
Fremont Public Schools Fall In-Service 2010 power point
Daily Five A daily routine for reading and writing power point