• p Reading

    The Daily 5 and CAFE

    THE DAILY 5

    In reading, the classroom structure we are integrating is called "Daily Five". The Daily Five is a literacy structure that teaches independence and gives children the skills needed to create a lifetime love of reading and writing.  It consists of five tasks that are introduced individually. 

     

    1.  Read to self

    2.  Read to someone.

    3.  Listen to reading.

    4.  Work on writing.

    5.  Word work.

     

    When introduced to each task, the children discuss what it looks like, sounds like, and feels like to engage in the task independently.  Then, the children work on building their stamina until they are successful at being independent while doing that task. When appropriate tasks have been introduced and the children are fully engaged in reading and writing activities, we are able to work with small groups and confer with children one on one.
     
    CAFE

    Research shows that good readers use a variety of strategies when successfully reading and comprehending a selection of text. We feel it is not only important to teach these strategies, but to post them as a reference for readers in the classroom.

    Our classrooms have a Literacy Menu posted that contains strategies good readers use when reading. CAFÉ is an acronym that stands for Comprehension, Accuracy, Fluency, and Expanding vocabulary.

    Assessing young readers involves more than determining a reading level and moving them onto the next. The CAFE™ Menu was developed to help students understand and master different strategies used by successful readers.

    The system includes goal-setting with students in individual conferences, posting of goals on a whole-class board, developing small group instruction based on individual student needs, and targeting whole-class instruction based on emerging student needs and fine tuning one on one conferring.
     
    The Daily Five and CAFE were developed by educators Gail Boushey and Joan Moser.

Last Modified on August 21, 2013