1. The Daily Five and CAFÉ in Newton County
Day 1
Alicia Stewart

2. Purpose of Training
Analyze the Components and Structure of the Daily Five and CAFÉ Framework
Explore the Underlying Principles of Daily Five and CAFÉ
Identify How Newton County’s Resources and Initiatives are Incorporated into The Daily Five and CAFÉ Framework
Plan for the Implementation of The Daily Five and CAFE

3. Our Journey Common Core Unit Plans for Whole Group Instruction
Foundations Instruction for K-2 (phonics kits for small group instruction)
Common Assessments for Foundations
Small Group Instruction/Differentiation (Daily Five and CAFÉ)
ELA Adoption
School Wide Guided Reading Sets
Traits Writing
Next Step Guided Reading Assessment
We need a Framework for the ELA Block

4. The Research Behind the Development of the Daily Five and CAFÉ
Margaret Mooney (1990)
Regie Routman (2003, 2005)
Richard Allington (2009, 2012)
Lucy Calkins (2012)
Nancy Arwell (1987)
Steven Krashen (2004)
Michael Pressley (2001)
Shelley Harwayne (1992, 2001)
Students need to practice meaningful, authentic reading and writing over an extended period of time.

5. What strategies are needed to teach reading?
comprehension
Expanding Vocabulary
Fluency
Accuracy

8. Where can I find resources for teaching the strategies?
In the Curriculum Maps Folder on the desktop
-Ready Reference Guides
-Parent Pipelines
-Lesson Plans
-Assessments and Rubrics
The Café Book and the CD with the book
-Same as above
-Videos
-Articles
Pinterest (Be Careful)
Teachers Pay Teachers (Be Careful)

9. I Observe
What sets The Daily Five and CAFÉ apart from other models?
What is different for students?
What is different for teachers?
How is it like other models?
I Wonder

10. Five Choices
Read to Self Work on Writing Read to Someone Word Work Listen to Reading

11. What Sets the Daily Five Framework Apart
Students
Teachers
Engage in the acts of reading and writing for extended periods of time while practicing reading and writing strategies
Teaches students in many settings with a focus on reading strategies: whole groups, small groups, and one-on-one
Receive explicit, focused instruction on building and maintaining independence and stamina
Explicitly teaches students how to build and maintain independence and stamina using the 10 steps to independence
Receive differentiated instruction to meet their individual needs through whole-group, small-group, and one-on-one conferring
Delivers three whole-group focus lessons daily
Retains the option of teaching one to three small groups of children daily
Is accountable for conferring with 9-12 students daily
Are accountable for staying on task, working on skills and strategies, and meeting with the teacher in small groups and one-on-one
Explicitly teaches the behaviors of staying on task through the 10 steps to independence and monitors accountability through one-on-one and small group meetings.
Receive explicit instruction on how to manage choice
Teaches the purpose of choice, how to choose, and the behaviors that demonstrate a successful choice has been made
Choose what to read and write, where to read and write, and the order of reading and writing
Teaches students how to choose what to read and write, where to read and write, and the order of reading and writing

12. BRIEF whole group instruction
What does it look like?
BRIEF whole group instruction
First round of Daily 5
2nd round of Daily 5
3rd round of Daily 5
It is NOT a ROTATION system where students rotate continuously around the room from one center to another while the teacher works with small groups.

13. Where do I find lessons for the whole group Focus Lessons?
Focus lessons are for ALL students based on the Curriculum Map (Tier 1)
What do you have on the curriculum map that you must teach for ELA?
What Goals would the lessons match:
Comprehension
Accuracy
Fluency
Vocabulary

14. Comprehension
Writing
Accuracy
Grammar

15. their independent level.
Sample Schedule
7:30-7:40 CAFÉ Focus Lesson – Unit plans COMPREHENSION
7:40-7:55 Round 1 of Daily 5 – Teacher works with small group and confers with 3-4 students
7:55--8:05 CAFÉ Focus Lesson – Unit plans COMPREHENSION
8:05-8:20 Round 2 of Daily 5 – Teacher works with small group and confers with 3-4 students
8:20-8:30 CAFÉ Focus Lesson – Foundations (Spelling/Vocabulary) FLUENCY and ACCURACY (Two or Three Days a Week and other days may be vocabulary or grammar)
8:30-8:45 Round 3 of Daily 5 – Teacher works with small group and confers with 3-4 students
8:45-8:50 Share/Review of Strategies
8:50-9:00 Grammar Focus Lesson
9:00-9:30 Traits Writing
*Small groups are differentiated based on data and skills. The teacher may be teaching
through phonics lessons or reading strategies from CAFÉ while students use a reader on
their independent level.

18. Stamina Drives the Schedule!

19. their independent level.
Sample Schedule
7:30-7:40 CAFÉ Focus Lesson – Unit plans COMPREHENSION
7:40-7:55 Round 1 of Daily 5 – Teacher works with small group and confers with 3-4 students
7:55--8:05 CAFÉ Focus Lesson – Unit plans COMPREHENSION
8:05-8:20 Round 2 of Daily 5 – Teacher works with small group and confers with 3-4 students
8:20-8:30 CAFÉ Focus Lesson – Foundations (Spelling/Vocabulary) FLUENCY and ACCURACY (Two or Three Days a Week and other days may be vocabulary or grammar)
8:30-8:45 Round 3 of Daily 5 – Teacher works with small group and confers with 3-4 students
8:45-8:50 Share/Review of Strategies
8:50-9:00 Grammar Focus Lesson
9:00-9:30 Traits Writing
*Small groups are differentiated based on data and skills. The teacher may be teaching
through phonics lessons or reading strategies from CAFÉ while students use a reader on
their independent level.

20. Student Choices Teacher Choices Student Choices Teacher Choices
Read to Self
Work on Writing
Read to Someone
Listen to Reading
Word Work
Teacher Choices
Conferring
Guided Groups
Assessing
Focus Lesson 7 To
10 minutes
Student Choices
Read to Self
Work on Writing
Read to Someone
Listen to Reading
Word Work
Teacher Choices
Conferring
Guided Groups
Assessing
Focus Lesson 7 To
10 minutes
Student Choices
Read to Self
Work on Writing
Read to Someone
Listen to Reading
Word Work
Teacher Choices
Conferring
Guided Groups
Assessing
Focus Lesson 7 To
10 minutes
Student Choices
Read to Self
Work on Writing
Read to Someone
Listen to Reading
Word Work
Teacher Choices
Conferring
Guided Groups
Assessing
10 Minutes
10 Minutes
10 Minutes
10 Minutes

21. Student Choices Teacher Choices Student Choices Teacher Choices
Focus Lesson 7 To
10 minutes
Focus Lesson 7 To
10 minutes
Focus Lesson 7 To
10 minutes
Student Choices
Read to Self
Work on Writing
Read to Someone
Listen to Reading
Word Work
Teacher Choices
Conferring
Guided Groups
Assessing
Student Choices
Read to Self
Work on Writing
Read to Someone
Listen to Reading
Word Work
Teacher Choices
Conferring
Guided Groups
Assessing
Student Choices
Read to Self
Work on Writing
Read to Someone
Listen to Reading
Word Work
Teacher Choices
Conferring
Guided Groups
Assessing
15 Minutes
15 Minutes
15 Minutes
7-10

22. Student Choices Teacher Choices Student Choices Teacher Choices
Focus Lesson 7 To
10 minutes
Focus Lesson 7 To
10 minutes
Student Choices
Read to Self
Work on Writing
Read to Someone
Listen to Reading
Word Work
Teacher Choices
Conferring
Guided Groups
Assessing
Student Choices
Read to Self
Work on Writing
Read to Someone
Listen to Reading
Word Work
Teacher Choices
Conferring
Guided Groups
Assessing
30 Minutes
30 Minutes

23. Three Main Components Daily Five and CAFE
Not Really a Three Ring Circus
Small Groups
and
Conferring
Whole Group
Focus Lessons
Daily Five Choices

24. More Like……
Why?

25. Focus Lessons
Daily 5 Choices
Small Groups and Conferring

26. Common and Costly Mistakes
Continuing to do what has always been done along with the Daily Five and CAFÉ framework
Launching the Daily Five in a different order when following the Daily Five 15 Day Plan
Not teaching the foundation lessons – overlooking the importance of building routines and rituals
Beginning small group instruction too soon
Waiting too long to begin small group instruction
Waiting to give students choice
Not preparing for “mini” focus lessons

27. Progress Monitoring Form

29. Welcome to the
Introduce the CAFÉ Menu by comparing it to restaurant menus
-What is the purpose of a menu?
-How is a menu organized?
-How do you use a menu?
Send the Parent Pipeline explaining the CAFÉ Menu home

31. Place your CAFÉ board in a central location.
Place it where you can easily get to it and post strategies.
Place near your Reading Student Learning Map.
It will start with just the heading and empty paper for goal stickers.
Your CAFÉ board will build upwards – heading on the bottom of the board.

32. Student Learning Map and CAFE

34. How do I build the strategies on my CAFÉ board?
Focus Lessons
State /Post the Essential Question
State /Post the Strategy
Review/Connect/Build Background/Vocabulary
Lesson Instruction/Learning Activity
Summarize
Connect to the Daily Five

35. Essential Question: How do authors use words to suggest feelings or appeal to the senses?
CAFÉ Strategy: Infer and support with evidence

36. Unit Lesson How do authors use words to suggest feelings
or appeal to the senses?
suggest recommend or give ideas
think about
appeal to request or speak to

37. When you go to your rounds today, think about…..
How do authors use words in your book to appeal to your senses and suggest feelings?
How can YOU use words in your writing to appeal to the reader’s senses and suggest feelings?

38. Strategies to Introduce the First Weeks
You will spend the first 4 to 6 weeks establishing routines and rituals as you introduce and model strategies
During this time, you will not have strategy groups, but you will meet one on one to assess students
The Sisters recommend introducing the following the first week of school:
Comprehension - Check for Understanding
2. Accuracy - Cross Checking
3. Expand Vocabulary - Tune into Interesting Words
After that layer on the Comprehension strategy, Back up and Reread.
They give you ideas and book suggestions for teaching these. You may find this on the desktop or on thedailycafe.com

39. We encourage the use of the strategy during independent reading time.
We identify what is to be taught and share the “secret to success” with the strategy.
We teach the strategy.
Students practice with partners (you have to model and practice this from Day 1).
We select a student to write and illustrate the CAFE Menu strategy card (the first time it is taught).
We review the strategy.
We encourage the use of the strategy during independent reading time.
We post the strategy after independent practice (the first time it is taught).
We continually connect new strategies to strategies already on the CAFE Menu board. .
Boushey, Gail; Moser, Joan ( ). The Café Book (Kindle Locations ). . Kindle Edition.

40. Find the “Check for Understanding” resources in your packet and read the resources with your partner.

41. How do I create mini Focus lessons from the ELA unit plans?

42. Learning Focused Lessons
What are the components of the Learning-Focused Lesson Plans.
How can I make adjustments and allow for differentiation and rigor?

43. Elements of Whole Class
Identify what is to be taught.
Teach the strategy,
Practice with a partner.
Students write and illustrate the café card.
Review the strategy
Encourage practice…”In you rounds today….”
Post strategy
Connect new strategies to old ones.

46. Your Turn!
Meet with your school to go through the lesson together. If you are a large school, split into teams.
Read the lesson completely - independently
As a team, discuss where you may need to make adjustments.
Highlight sections to represent what you estimate could be daily focus lessons.
Copy and paste into the instruction piece of the lesson plan template.
Fill in the missing pieces on the lesson plan.