Posts Tagged ‘PD Daily 5’

CAFE-Chapter 4

Chapter 4 in CAFE is all about conferring with students. The reason conferring with students is important to do is because this is the time that we help them work on their individual goals.

These conferences follow the same pattern every time and they have a worksheet with Icons to help you remember what to do and the order. 1)Icon=Pencil: Write down what the student is reading, 2)Icon=eye: Observe, what do I notice related to the goal, 3)Icon=Thinking head: Think, do I teach or reinforce what we planned yesterday? Or change the plan based on what I see today? 4)Icon=Target Icon:Give the child 2 targets each day. The first always relates to comprehension and the second related to that students goal 5)Icon=Next: determines when we will meet with the child again.

Moving from Conferring to Coaching:

They suggest approximately 4-5 minutes per child to meet with and ‘coach’ them on their reading (Page 56 has the breakdown) but it follows the Icons listed above.

Seven Elements of Successful Conferences:

  1.  Check your Calendar for appointments-If there are appointments listed, we start with those students or if we don’t have any children listed, or we finish quickly, we can scan our Keeping track form and see who we need to meet with.
  2. Prepare for the Conference- When we decide who to meet with, we look at what we focused on last time we met with them.
  3. Observe the student and listen to reading- We move to where the student is, and sit beside them. We listen to them read to see if they are applying their goal and assess how they are doing.
  4. Reinforce and Teach-We always begin with what we have noticed with them as readers. We are trying to teach the student and move them forward just a little bit.
  5. Practice the Strategy-After we have taught them the new skill, we observe them practicing. This gives us a chance to make sure they understand what we have taught.
  6. Plan-Determine what the next step should be. Determine that they have mastered the goal or get the to continue practicing the same skill.
  7. Encourage

CAFE-Chapter 3

Chapter 3 in the CAFE is a step-by step guide to the first days of school. Before the students arrive the first day, the CAFE board should be set up on the wall, within reach of the students. The board is displayed with the headings of Comprehension, Accuracy, Fluency, and Extending Vocabulary (with their definitions on it) but there are no strategies listed yet. There is also a spot (one construction paper sized) where the students can reach to put their ost it notes of the goal they are focusing on.

First day-Read Aloud #1:

On the first day, you meet with the students and get them settled and then you begin your first read aloud. You read the book and teach the first strategy (no matter what grade) Check for Understanding. We model Check for Understanding by stopping every few pages (depending on length) and think aloud what we understood is happening in the story. If you don’t really understand what is going on in the story, you teach the student to go back and reread the part they didn’t understand until the understand it and then can move on. After teaching the strategy we put ‘Check for Understanding” on the CAFE board and introduce the CAFE board to them. A great metaphor they use when talking about the CAFE board is that it is like a menu at a restaurant.

First day-Read Aloud #2:

After the first read aloud we move into establishing the Daily 5 routines. (this is where it is linking :D)  After trying out Daily 5, we read another book and teach another strategy. It really can be anything you want but they suggest ‘Cross-Checking.” Cross checking goes under Accuracy and means I need to try to read the word and then ask yourself 3 questions: 1)Does what Im reading look right, do the pictures and letters match what I’m saying? 2)Does it sound right 3)Does it make sense. Model this to the students with one correct word and one incorrect word and write the strategy on the CAFE board.

First day-Read Aloud #3:

There MIGHT be time for a third read aloud and teaching another startegy. They suggest teaching Expand Vocabulary which means to know, find, and use interesting words. Model getting excited about a certain word and write Expanding Vocabulary on the CAFE Board.

Second Day: Whole Group Strategy

Review the strategies you taught the day before. Teach now Back up and Re-read. When you are checking for understanding, sometimes you can remember what you read, or you don’t understand it, so you back up and re-read.

They also discuss how you can combine 2 strategies. 

Individual Conferences:

After the first few days, the routines are settling into place, you can begin to take students away to assess them.

Step 1: We meet one-on one with each student and we assess their reading using a running record, DRA or another options.

Step 2: Discuss the findings with the student

Ask the student, “Tell me about yourself as a reader.” The student might be confused, so you can help them with some questions. Then tell the student what you have noticed about them as a reader. We write down in our binder what we think their stregth is.

Step 3: Set Goals and Identify Startegies with the Student

Here we talk about what the students needs to work on and we write it in the binder. (needs to be accuracy, comprehension…) Then with the student, we look at the CAFE startegy board and the student (with assistance) picks one goal they would like to work on and this is their goal. THE POINT IS TO PICK A STAREGY AND GIVE IT A GO. IT DOESN’T HAVE TO BE RIGHT OR PERFECT!

Step 4: Student chooses a post it note and goes an places it on the CAFE board under whatever heading their goal is.

Step 5: When the student is doing Step 4, we flip to that childs reading conference sheet and write their stragths, and goals.

Step 6: We look now at the startegy grouping and see if we can place this student in with another group or make a new group. We show the student what we have written in their binder section and ask them to tell us what their goal is again.

Step 7: Instruction

Instruct the student one to one, in a strategy group or in a whole group lesson.

CAFE-Chapter 2

CAFE Chapter 2 is all about the CAFE notebook and record keeping.

They call it their notebook their pensive, a connection to Harry Potter that I love.

SECTION 1-Teacher Notes:

This is the first section of of binder which is for organizing and planning our time with the entire class. This is where we write down when we will meet with individual students, small group and where we track with everyone we have met with.


The calendar is kept in the first section of the binder as well.  It is crucial for keeping track of your appointments with students, both individual students and groups of students. This makes sure that you are not overbooking yourself and raises accountability in students and the teacher (you).

Keeping Track Form:

To keep track of which students you are meeting with and when, they have came up with a simple grid with all the students names and you enter in the date you met with them.  This is an easy way to see who you need to meet with. I like how they stress that the goal is not to meet with all the students equally. Fair is not equal.

Strategy Group Form:

The Strategy Group Form is made to make flexible groups of students that need to work on the same strategy. If a student needs help with a certain strategy, we group them with an existing group for that strategy or make a new group. Once the students have mastered that skill, we cross their name off the Strategy Group Form. 

SECTION 2- Dividers/Tabs for each student

Each student has their own section of the notebook so it is easily accesible. In each student’s section there is: a CAFE Menu, a Reading Conference Form, and a Writing Conference Form. You can list what their strengths and weaknesses are. You are supposed to write notes in their reading or writing conference form if they meet their goal (individually, small group, or with the whole class) and also write the steps we have taken to help them with meet their goal.


Is the Keeping Track From only for meeting with individual students?

I really like how it is so organized and all students have their own section.

I feel like it could be a lot of work to fill in when a student meets their goal in a whole class situation. You need to remember it, and record it for all the students that met their goal. This could be overwhelming or you could forget a student.

CAFE-Chapter 1

Cafe Stands for: Comprehension, Accuracy, Fluency and Expanded Vocabulary.

The basics of CAFE Assessment are:

1)The teacher keeps a binder that includes a calendar, student conference forms, and strategy group planners(all the templates are in the CD provided).

2)Children meet with the teacher during daily 5 to be assessed, receive focused explicit instruction, set goals and then follow up on their progress. The teacher keeps track of the process on the goal sheet and schedules in the next conference on the calendar and the students posts his or her goal on the class CAFE chart.

3) Teacher plans small group instruction based on clusters of students with similar needs. Focusing on one of the C-A-F-E. These groups are based on needs rather than reading level.

4)Whole group instruction focuses on needs that the whole class or most of the class needs help with


I love the idea of a huge organized binder and I love that they will get to explaining exactly how to use it. I also love that they provide the templates so we can easily print them out.

I’m excited to read more. I feel like this book will make this whole idea fall into place.

The Daily 5: Chapter 7

Chapter 7 of ‘The Daily 5’ is about putting everything together and troubleshooting.

Around October, when you think your class is ready, you will allow them to choose the order in which they will complete the Daily 5. Teach your students about the ‘Check In’ Page.

For the first Daily 5 activity, you will always get the students to tell you want they are going to do first. Before you let them get started make sure you have an even amount for Read to Someone.

There is some troubleshooting questions and answers in the back of the book.

My thoughts:

I’m still concerned about timing and being able to fit this into my schedule. They said that they do Writer’s Workshop and Daily 5. I don’t know they have the time for all of that.

I also don’t really understand how you complete your curriculum using this system. If you teach them skills, how to do you see them doing it to assess it? If they write whatever they want-how can we get evidence to mark? I feel like all of the assessment is in guided reading/writing time.

The Daily 5: Chapter 6

Chapter 6 focuses on Working on Writing and Word Work.

Work on Writing:

Work on Writing takes about 4 days to start up. Student can work individually on writing or with a partner on their choice of writing. It can include options such as persuasive writing, letters, a recount, reports, or poetry. Usually when they work on writing, they work on something from the writing workshop that they need to complete.

  • complete I-Chart for Work on writing (see pg 81) & model & practice
  • teach focus lesson ie: how to move on when you don’t know how to spell a word
  • talk about where to sit
  • teach what they can write about 
Word Work
It is important to have some time focuses to working with words ie: experimenting with words, memorizing high frequency words, and generalizing spelling patterns.
When teaching word work it is imporant to teach
  • how to set up the spelling materials
  • how to use the spelling materials
  • and how to clean up the spelling materials
  • Make an I-Chart with the class
  • Model
  • Practice
Word Work materials (ideas)
  • whiteboards
  • magnetic letters
  • wikki sticks
  • clay
  • letter stamps
  • coloured markers


If you do the Daily 5 and and Writer’s Workshop, when is there time for everything else? I have no idea how you would fit in both.

The Daily 5: Chapter 5

Chapter 5 in ‘The Daily 5’ is focusing on Introducing Read to Someone and Listen to Reading.

Read to Someone

  • reading with someone helps students grow as readers, helps readers become more self-sufficient and less reliant on the teacher.
  • Taking turns while reading increases reading involvement, attention, and collaboration
  • Increases the volume of reading, level of attention to reading, reading motivation, fluency, reading rate, word attack skills, and love of reading

Introduction to Read to Someone

The Introduction to Read to someone takes 6 days. I love how throughout this is. Here are strategies that are focused on for these 6 days

  • Teach EEKK-Elbow, Elbow, Knee, Knee & model
  • Model the correct volume when doing Read to Someone
  • Checking for Understanding after every page or paragraph
  • I Read, You Read-one student reads one page and the other student summarizes what other the other partner read and they agree or not. If they don’t agree, the same partner re-reads the page and then they check for understanding again. When they get it right, they move on to the next page and trade roles.
  • How to Choose Books-1)Lets make a deal, Read 2 different books, or Rock, Paper, Scissors
  • Choosing Your Own Classroom Spot
  • How to Choose a Partner
  • Coaching of time when your partner comes to a word they don’t know

Listen to Reading

Listening to Reading can be from the computer, iPad, tape recorder, CD. Whatever you have on hand or is easier for you. You will have to model how to use the technology you have in place for this. Make an I-Chart with the class & Model

Listening to Reading helps us understand new words and stories.

The Daily 5: Chapter 4

Chapter 4 in ‘The Daily 5,’ is all about Reading to Self. 

3 ways to Read:

  • Gather the class on the carpet. 
  • Say “Class, today we are going to learn about 2 ways you read a book, Do any of you know any ways?” 1) Read the words and 2)Read the pictures. 
  • Demonstrate with a picture (with words) how to ‘read’ the pictures and model your thinking process as well. 
  • Now you read the story (reading the words) and point out that it is pretty much the same story whether you read the words or the pictures. 
  • The next day, review the 2 ways to read a book, and then tell the class the final way you can read a book: by retelling the story. 
  • Go through the book that you read yesterday and retell the story using the pictures.

Launching Read to Self

  • Make an I-chart with the heading “Read to Self, Independence”
  • Write underneath the heading: “Why:to become a better reader.”
  • Ask the students for their suggestions, write down their suggestions along with their names
  • Ask what will the teacher be doing? write down their suggestions.
  • Should look like the following picture:
  • Ask a student to demonstrate how Read to Self should look and then review the chart.
  • Then ask another student (one that you think will have difficulty) to model the wrong way of doing Read to Self, go through the chart, and then ask them to do it the correct way and go through the chart again.

Practicing Read to Self

  • Say to the class “we will now practice read to self for 3 minutes.” We only practice for 3 minutes because we are trying to build stamina, train our students bodies and brains to do read to self the appropriate way.
  • The second someone isn’t focused on reading or begins to wander around, ring the bell and come back to the carpet.
  • We the students are reading, we sit in the guided reading area and do not make eye contact with the students or manage behaviours

Checking back in

  • Gather the class back at the carpet. 
  • “If you know you were successful today at Read to Self then put a thumbs up bu your heart and if you know you need to improve then put a sideways thumb by your heart.
  • Go through each item on the list and wait for all students to reflect and give a thumbs sign
  • “Before we practice again, do we need to make any changes?”
  • Make these changes

Three more minutes and check in

  • Practice read to self for 3 more minutes and then review the checklist and see how everyone did
  • Review the lesson

Day 2 and Beyond

  • Keep on adding minutes each time they practice
  • If the class if not behaving correct review and model the right and wrong way to do Read to Self again 
  • Practice 3-4 times on day 2
  • Our goal is for the students to read for 30-45 minutes depending on their age.

The Daily 5: Chapter 3

Chapter 3 discusses the key materials, concepts, and routines that you need to know about to launch the Daily 5 program.

Establishing a Gathering Place

  • in your classroom have a large open space where the whole class can comfortably sit on the floor
  • need to include chart paper, the anchor charts created by the class
  • allows us to have the classes focus with distractions

Good Fit Books

  • good fit books are books that independently can be read by children with 99% accuracy
  • important to instill early because we want the students to carry this with them when they pick out books at the library or store
  • not reading at this level will cause frustration
  • IPICK- I- choose a book, P-Purpose-Why do I want to read it?, I- Interest-Does it interest me?, C-Comprehend-Am I understanding what I am reading?, K-Know-I know most of the words
  • There is a great example about shoes and how it fits in with books on pg 30-32
  • On the first day help all your students choose 3-8 good fit books so they have something to go to

Setting Up Book Boxes

  • Can ask parents if they are getting rid of books to donate them to your classroom, or to keep their eyes open when they are at grage sales or thrift stores.

Anchor Charts

  • permanentlydisplay certain anchor charts: students are constantlyreferring to it

Short Intervals of Repeated Practice

  • class brainstormscorrect behaviours
  • children model this in front of the class
  • the whole class goes and practices the behavior at the centers for 3 minutes
  • If any child gets off task, you immediately call all the students back to the carpet (DO NOT PUNISH THE CHILD)
  • when all children are successful for 3 minutes, then we add one minute


  • use a medium loud signal so it gets everyones attention but isn’t too loud Ex/chimes
  • discuss what it would look like when they hear the chime
  • practice being noisy, chime, and then coming to the carpet several time

Check in

  • Get the students to self reflect on how they did at the centers: thumbs up if they were independent and successfulwith that behaviour or thumbs to the side if they were somewhat successful and can improve

Correct Model/Incorrect Model

  • begin with a discussion of what the skill looks like
  • have a student demonstrate the skill and have the other students point out each behaviour (ex/reading quietly…)
  • next comes the demonstration of the incorrect model, choose a challenging child s they get attention for being funny, we point out behaviours we want to discourage, and then we correct the behaviors (enjoys the positive attention)

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