LITERACY IN MY
Using the CAFE and Daily Five
Whole class CAFÉ – 15 minutes
Focus: Introducing a new café strategy and/or revising previously taught
I use online stories on the Interactive White Board (using Oxford Owl or
similar resources) or Big Books, to model the strategy.
Read to Self – 15 minutes
Students read ‘Just Right Books’ that they have selected from the
Classroom library. During Reading Conferences I monitor students’
During this time I hold small (10 min) Reading Strategy Groups.
The focus has been determined during the previous week’s
Guided Reading sessions. During this time students are
introduced to their new reading goal, and are explicitly taught the
strategy that they need to work on and are given the opportunity to
practise it. They are given a book mark with their goal on it.
Word Work Rotations –
Guided Reading texts
Listen to reading (using iPad, MP3 or CD player)
VCOP tasks (focusing on Vocabulary, Connectives, Openers &
All activities are differentiated to cater for the ability levels and
needs of individual students)
During this time I hold guided reading sessions. Every week
students have an explicit strategy to work on and this is
documented and used to group students according to common area
Work on Writing- 50 minutes
Whole Class Introduction.
Share modelled writing with whole class.
Individual writing for approximately 20 minutes.
Interactive writing groups held regularly to support
individual writing needs.
Writing conferences are used to determine individual writing
goals and future strategy groups.
Strategy groups are held to explicitly teach strategies and
give student the opportunity to practise goals.
Whole Class Share time to reflect on and
consolidate learning as well as celebrate
Interactive Writing in my class
Focus: Using connectives
‘and’ & ‘because’
Model: I model and
students add to construct a
sentence. Magnetic letters
are used to support spelling.
complete own work with
modelled work nearby for
• Student learning is
goal – orientated
• All tasks a
• Reading strategies a
• Student are able to
articulate their goals
• Students work in both
similar ability and
mixed ability groups.
• Can be tricky to fit all
in each morning
• Haven’t yet found a
system to cater for
Writing tasks in the
Daily 5. However this
year (2012) I have
started with small
reading their guided
• I would like to allow
student choice over
Daily 5 and
ownership of learning.
• Reading goals on
reminded of what
their reading goals