Daily 5 and CAFÉ reading

At Pearcedale Primary School we dedicate eight hours a week to our Literacy Program. Our Literacy program is based on the Daily 5 and Café Reading model and also incorporates:

· ‘Readers and Writers’ Workshop’

· Fountas and Pinnell’s continuum of Literacy Learning

· Springboard

· Cars and Stars

· Big Books

· Reading Eggs

· Bug Club

· Sunshine Online


· Quality literature

· THRASS and Spaulding phonics programs


The Daily 5 literacy program incorporates:

· Read to Self

· Read to Someone

· Listening to Reading

· Word Work

· Work on Writing

The CAFÉ system is our method for integrating assessment into daily reading and classroom instruction. CAFÉ is an acronym for Comprehension, Accuracy, Fluency and Expanding Vocabulary.

Through the Daily 5 model our students…

· Engage in the acts of reading and writing for extended periods of time.

· Receive explicit, focussed instruction on building and maintaining independence and stamina.

· Receive differentiated instruction to meet their individual needs through whole-group, small-group, and one-one conferring.

· Are accountable for staying on task, working on skills and strategies, and meeting with the teacher in small groups and one-on-one.

· Receive explicit instruction on how to manage choice.

· Choose what to read and write, where to read and write, and the order of reading and writing.

Within the Reading Workshop a successful Independent Reading session would look like:


  • Follow a process that has been developed, modelled and is understood by the class.
  • Quietly read self-selected ‘Good Fit’ texts whilst maintaining a ‘Balanced Reading Diet’.
  • Notice when they are not paying attention and stopping, going back, and refocus.
  • Noticing when they are confused and reread confusing parts to try to make sense of them
  • Monitor the words they don’t know, rereading them, reading on, using dictionaries to figure them out.
  • Ask questions when they are confused to help make sense of the text.
  • Write down their thoughts to keep track of their thinking.
  • Practise their personal CAFÉ reading goals.


  • Confers with individual students (reinforcing and setting new reading goals).
  • Takes a strategy group (specific instruction with a small group all having a common reading goal)
  • Roves and monitors students as they read.
  • Maintains up to date reading records.


Pearcedale Primary School incorporates a range of approaches to writing instruction focussing on whole class, small group and individual needs.

  • Whole class teaching uses Language Experience (Foundation), Modelled Writing and Shared Writing approaches across all years.
  • Small group using Interactive Writing, Shared Writing and Guided Writing.
  • Teachers conduct individual conferences with specific students to support students learning and set new writing goals.
  • Whole Class Share time to share and celebrate the students work and achievements.
  • Whole Class ’Big Write’ sessions to celebrate the concepts learnt throughout the week.
  • Teacher use VCOP (Vocabulary, Connectives, Openers and Punctuation) games, lessons, IWB resources and assessment checklists.


Oral language us a key building block in literacy development. During the foundation years students learn to listen and respond to a variety of texts and situations. They are taught how to hear rhyme, letter patterns and sounds in words, how to question and begin to extend their vocabulary to express their needs, feelings and thoughts. They are taught how to be an active and considerate listener and how to engage in appropriate conversations with peers.

These above skills are integrated throughout the curriculum and are taught using a variety of strategies including:

  • Explicit instruction through an introductory mini lesson
  • Individual or group work stimulations to reinforce strategies taught
  • Show and Tell or ‘In the Spotlight.’
  • Presentations
  • Whole Class Reflection