The Daily Five –
my framework
is established,
now what?
Using the Sisters ccpensieve
online tool for record
keeping and progress
monitoring.
1970s
© Gail Boushey and Joan Moser. All rights reserved. www.thedailycafe.com
Purpose
We will all get
through the story.
1980s
1990s
Kids must feel
good about
themselves. We will
all get through the
story with help.
Every child
deserves to be
taught on their
level at some time
during the day.
Students learn reading
strategies to access text.
Basal Anthology
Trade books
children could
read
Resource
Basal One
Anthology
Basal One
Anthology Class
Sets of Trade
Books.
Classroom
Library
None
100 Books
Larger, leveled
Grouping
Whole-Group
Reading Groups
Whole-Group
Heterogeneous
Groups
Whole-Group
Guided Reading.
Walk to Read
Round Robin.
Student might not
be able to read
the text.
Round Robin.
Student might not
be able to read
the text.
Each student
reads text he or
she can read.
Access to Text
Now
Basal Anthology
“Leveled Books”
Book Rooms
Library books of choice
Daily 5
12
Historical Overview of Instruction
Graphic
11
Goal of over 1,000 books
in each class library,
organized by genre.
Whole Group
Small Group Guiding
readers one on one
Teach skills and strategies so
student can read any text.
Each student has text
he or she can read
independently.
From Assessment to
Instruction
1. Assess individual student (Dibels, TRC)
2. Discuss findings with student
3. Set goal and identify strategies with
student
4. Student declares goal on menu and
in data folder
5. Teacher fills out individual conferring
sheet
6. Teacher fills out strategy group forms
7. Ready for instruction
CAFÉ Menu
4
The CAFE Menu
Graphic
3
© Gail Boushey and Joan Moser. All rights reserved. www.thedailycafe.com
Comprehension
Accuracy
Fluency
Expand Vocabulary
I understand what I read
I can read the words
I can read accurately, with
expression, and understand
what I read
I know, find, and use
interesting words
Strategies
Check for understanding
Back up and reread
Use prior knowledge to connect with text
Make and adjust predictions; use text to
confirm
Monitor and fix up
Infer and support with evidence
Make a picture or mental image
Ask questions throughout the reading
process
Use text features (titles, headings, captions,
graphic features)
Strategies
Cross checking . . .
Do the pictures and/or
words look right? Do they
sound right? Do they
make sense?
Use the pictures . . .
Do the words and
pictures match?
Use beginning and ending
sounds
Blend sounds; stretch and
reread
Flip the sound
Strategies
Voracious reading
Strategies
Voracious reading
Read appropriate-level texts
that are a good fit
Reread text
Tune in to interesting words
and use new vocabulary
in speaking and writing
Practice common sight words
and high-frequency words
Use pictures, illustrations, and
diagrams
Adjust
and
apply
different reading rates
to match text
Use word parts to determine
the meaning of words
(prefixes, suffixes, origins,
abbreviations, etc.)
Use punctuation to enhance
phrasing and prosody
(end marks, commas,
etc.)
Use prior knowledge and
context to predict and
confirm meaning
Summarize text; include sequence of main
events
Chunk letters and sounds
together
Ask someone to define the
word for you
Use main idea and supporting details to
determine importance
Skip the word, then come
back
Use dictionaries, thesauruses,
and glossaries as tools
Determine and analyze author’s purpose
and support with text
Trade a word/guess a word
that makes sense
Recognize literacy elements (genre, plot,
character, setting, problem/resolution,
theme)
Recognize and explain cause-and-effect
relationships
Compare and contrast within and between
text
Get started right away
Stay in one spot
Behaviors That Support Reading
Work quietly
Read the whole time
Increase stamina
Select and read good-fit books
Individual PDSA
Individual Reading PDSA
4
3
2
1
Date:
Skill:
Strategy:
1 = below standard
2 = approaching standard
3 = meeting standard 4 = exceeding standard
Strengths
Listening Comprehension
Name Jennie
Next Strategy?
Goals and Strategies
Accuracy-Chunk Sounds and Letters Together
Date
Observation and Instruction
Coaching
S
T
R
U
C
T
U
R
E
Jot down the title of the selection
Observe...What I noticed related to goal?
Think :) ... Do I teach or reinforce what we
planned from yesterday? Or change the
plan based on what I see today?
2/9
SAMPLE
Next Steps to Meet Goal
Give child 2 “targets” each day
1. Comprehension-Think
about your reading and
what is happening in your
selection.
2. Practice strategy
AND
Plan for tomorrow
1. Think about what you are reading!
Jennie read “Super Fly Guy”.
She came to 3 words she didn’t know.
She just guessed the words and went on.
2. In your Readers Notebook, log all
the words you come across that you
don’t know and can use with this
strategy
Teach her how to chunk sounds and
letters together
Stop and Check for Understanding
Next, we will review the words in your
notebook and watch you using this
strategy in your reading.
Let’s set an appointment to meet
back tomorrow (write on calendar)
Super Fly Guy
While reading came to 2 words, was able
to chunk one word, could chunk the
next word but couldn’t “say it fast”.
1.Think about reading
2/10
SAMPLE
Identified and explained which word she
was able to use strategy, teach how to
“fit” the last word using chunk sounds
together
2. Continue to write words in notebook she is chunking
Review notebook, see if she is transferring it to her reading.
2/11
SAMPLE
Space Race
Read fluently, came to “wrong” chunked and
move on. Seems like she has a hold of the strategy but not all words work with chunking.
Watch for “flip the sound”. She is not using the
correct vowels. (Shipes for Ships)
Modeled flip the sound with ship, so when
chunking, she may need to flip until it makes
sense.
1.
Think about reading
Comprehend
2.
Use a sticky note while reading to
record the words she is using the
strategy with. See if she can flip
the sound if it doesn’t make
sense.
Check the notes and see if flip the
sound is helping with chunking
Boushey & Moser
Resources
www.ccpensieve.com