Daily 5 Introduction Lesson Planner Allow 30 min for D5 launch/15 min.

each CAF session

D5
Sessio
ns

Read
to
Self

CAF

Day
1

Day 1

Day 2

Day 3

Day 4

Day 5

Model Three Ways to (Repeat from Day 1)

Discuss Where to sit Continue to
Continue
Read a Book and
Model and practice
in room and record
review
Stamina building
record on anchor chart
Three Ways to Read a
on an anchor chart
I- chart
Read the Pictures
Book
Continue with
Teach how to
Read the Words
Review I chart
above adding 1-2
choose Good
Retell a Familiar Story Model and practice
minutes each day
Fit Books
Brainstorm I chart
student behaviors of
extending stamina
record on
Model and practice
Read to Self
anchor chart
student behaviors of
Continue working on
Continue
Read to Self
Stamina 4 minutes
Stamina
Begin working on
building
Stamina 3 minutes
Once a focus lesson is taught, students continue to practice Read to Self, building stamina daily.
Continue building stamina until students can maintain behaviors of independence for 30 minutes.

Whole Group Strategy

Lesson 1

Whole Group Strategy

Lesson 2

Whole Group Strategy

Lesson 3

Read a Picture Book

Model and teach the
comprehension strategy Check for
Understanding.
Introduce and explain the purpose
and meaning of the heading
Comprehension on the CAF Menu
board.
In front of the students, write the
strategy Check for
Understanding on a blank CAF
Muni card and post it on the CAF
Menu under Comprehension.

Read a picture book.

Review and model Check for
understanding, point to this card on
CAF Menu board, and continue
reading.
Model and Teach Cross Checking
Explain the purpose and meaning of
the heading Accuracy.
In front of the students, write the
strategy Cross Checking on a blank
CAF Menu card and post it on the
CAF Menu under Accuracy.

Read a Picture book.

Review and model Check for
Understanding, point to the card
on the CAF Menu, cont. reading.
Review and model cross checking,
point to card on CAF Menu board,
cont. reading.
Model and teach Tune Into
Interesting Words.
Explain the purpose of the heading
Expand Vocabulary.
In front of the students, write the
strategy Tune into Interesting
Words on a blank CAF Menu card
and post it on the CAF Menu Board
under Expand Vocabulary.

Day 1

Day 2

Day 3

Day 4

Day 5

Writi
ng

CAF

Day
2

Brainstorm and practice

What to write
where to sit
about . . .
Brainstorm and practice
o a list of topics
what materials to use during (vacation, dog,
writing
sister etc.)
o Notebook
o Pencil or pen
o Drawing or sketching
Continue to teach the forms and traits of writing mini lessons.
Once a focus lesson is taught students work on writing, practicing stamina.
they are up to 30 minutes.
Brainstorm I chart
Model what to do
when writing words
they cant spell
(Underline and go on)

Choice
Read to Self
Read to Someone
Work on Writing

Every day adding a few minutes until

Whole Group Strategy

Lesson 1

Whole Group Strategy

Lesson 2

Whole Group Strategy

Lesson 3

Read a picture book.

Choose one or two spots in the book
to review the strategy of Check for
Understanding and point to the
card on the CAF Menu board.
Model and teach the
Comprehension strategy of Back
Up and Reread, a fix-up strategy
when Check for Understanding
doesnt work.
In front of the students, write the
strategy Back up and Reread on a
blank CAF Menu card and post it
on the CAFE Menu under
Comprehension.

Read a picture book.

Review and model Check for
Understanding, point to the card
on the CAF Menu board, and
continue reading.
Review and model Cross
Checking, and refer to this card on
the CAFE Menu board.
Review and model Tune Into
Interesting Words, pointing to the
card on the CAFE Menu board.

Read a Picture book.

Continue to stop at one or two spots
in the book to review each of the
strategies: Check for
Understanding, Cross Checking,
Tune into Interesting Words,
and Back Up and Reread.

Day 1

Read
with
Some
one

Make a list of
forms (letters,
lists, narrative)
Post lists for
students
reference

Brainstorm I chart
Model and practice
EEKK (Elbow, elbow,
knee, knee)
Model and practice
Check for
Understanding
o I just heard you read

Day 2

Model and practice how

partners read
o Both read same book
I Read, You Read
Partner not reading
checks for
understanding. Switch
jobs after each page

Day 3

Brainstorm and
practice How to
Choose Books
o Talk about it and
make a deal
o Rock, paper,
scissors

Day 4

Day 5

Brainstorm and Model and practice

practice where How to Choose a
to sit in room
Partner
o Raise your hand
as a silent signal
that you need a
partner
o Give eye contact

. . . . (who, what)

Read
with
Some
one

or paragraph
o Each choose own book
and read a page and
partner checks for
understanding
(2 books are being read
at once. This is a favorite
of students)

with another
person who has
their hand raised
o Walk to person
and say, Do you
want to be my
partner?
o Partner says
Sure

Model and practice Coaching or Time

o If a partner comes to a word they dont know the other partner:
Counts silently to 3
Asks, Do you want coaching or time?
If coaching they use clues to help partner
If time sit patiently and wait

Day 6
Once a focus lesson is taught, students Read to Someone, practice stamina.
Each day add a few more minutes until they are up to 30 minutes.

CAF Whole Group Strategy

Lesson 1

Whole Group Strategy

Lesson 2

Whole Group Strategy

Lesson 3

Day
s
3-6

Continue reviewing all strategies

introduced at this point.

Continue reviewing all strategies

introduced at this point.

Introduce and teach Good Fit

Books
Explain the Purpose and meaning of
the CAF heading Fluency.
In front of the students, write the
strategy Good Fit Books on a
blank CAF Menu card and post it
on the CAFE Menu under Fluency.
During the next 3-6 days, continue
to stop a few times while reading
aloud to review each of the
strategies: Check for
Understanding, Cross Checking,
Tune Into Interesting Words,

One on One Assessing.

As students build stamina with D5,
and begin individual assessments
after they have about 7-15 min. of
stamina. Begin to build flexible
groups using data.

1. One on One Assessing.

2. Discuss w/student what
he/she knows about
themselves as a reader as
well as what you know and
have learned about him or her
as a reader using CAF Menu
as a reference.
3. Set goal and identify reading
strategy w/student.
4. Student declares goal on CAF

Back Up and Reread, Good Fit

Books. Then review these
strategies as needed. (p. 132)

Wor
d
Work

Menu.
5. Fill out Strategy Groups form.
6. Fill out individual Reading
Conference Sheet
7. Instruction (p.. 132)

Day 1

Day 2

Introduce optional
materials and their
locations to students
Brainstorm I chart(s)
of how to set up
materials and how to
work with them
independently (see
sample I
charts for materials setup and use)
Model housing
location of the
materials, material
placement in the room
and set-up of materials
Brainstorm chart of
how to clean-up (see
sample I chart of How
to Clean-up, below)
Model clean-up of the
materials, material
placement in the room
and set-up of materials

Model and practice

material set-up, material
placement and clean-up
of materials
Brainstorm I chart
how to use materials
Model and practice
student behaviors of how
to use materials
Continue working on
Stamina of working with
materials, adding1-2
minutes each day

Day 3

Other focus lessons for Word Work:

Word sorts
Phonics Games
Word Study Games
Each Day add a few more minutes until students are working
independently with Word Work Materials for up to 30 minutes.

CAF Whole Group Strategy

Lesson 1

Whole Group Strategy

Lesson 2

Whole Group Strategy

Lesson 3

Day
s 711

Model and teach Voracious

Reading as it relates to Fluency.

Model and teach Voracious

Reading as it relates to
Vocabulary.

Model and teach the

Comprehension strategy of
Monitor and Fix Up.
From now on, Students write on

Students write Voracious Reading

the strategyon the card (copy from

Explain the purpose and meaning of

the strategy cards (copy from

adult model) then student posts the
strategy.
Review this strategy for the next
few days.

adult model) then student posts the

strategy.

the CAF heading of Expand

Vocabulary.

Review this strategy for the next

few days.

Students write Voracious Reading

the strategy on the card (copy from
adult model) then student posts the
strategy.

One on One Assessing.

One on One Assessing.
Goal 1-2 students each day. By
Review this strategy for the next
end of month, all students
few days.
assessed, all D5 are up and going.
One on One Assessing.
Brainstorm I-chart of
Review I-chart
Review I-chart
Review I-chart
above behaviors
Model and practice
Model and practice Discuss the amount of recorder
putting materials away
listening to a short
and the number of students
Listeni Model and practice
material
set
of
tape/CD
neatly
story,
finishing
it
and
Decide on a way that allows all to
ng
recorder, book, and
starting a new story
participate (at the beginning,
using recorder
Model and practice eventually many children
Model and practice
if work time is up
will lose interest and you can nudge
listening and following
before the story is
the children who will truly benefit)
along with words and/or
finished
See check in in chapter
pictures
______________ for ideas on who
listens first, second etc.

CAF Whole Group Strategy

Lesson 1

Whole Group Strategy

Lesson 2

Whole Group Strategy

Lesson 3

Day
s
1216

Model and teach the

Comprehension strategy of Use
Prior Knowledge to Connect
with Text.

Review, continue to teach, and

reinforce the strategy Good Fit
Books. Point to this card on the
Caf Menu board.

Review, continue to teach, and

reinforce the strategies posted on
the CAF Menu board.

Students write Use Prior

Knowledge to Connect with Text
on the strategy cards (copy from
adult model) then student posts the
strategy.

One on One Assessing.

Goal 1-2 students each day. By
end of month, all students
assessed, all D5 are up and going.

Review this strategy for the next

few days.

Point to this card on the CAF Menu

board as you refer to them.
One on One Assessing.
Goal 1-2 students each day. By
end of month, all students
assessed, all D5 are up and going.

One on One Assessing.

Goal 1-2 students each day. By
end of month, all students
assessed, all D5 are up and going.

CAF

Day
s
1721

Whole Group Strategy

Lesson 1

Whole Group Strategy

Lesson 2

Whole Group Strategy

Lesson 3

Model and teach the

Comprehension strategy of Make
a Picture.

Review, continue to teach, and

reinforce the strategy Good Fit
Books. Point to this card on the
Caf Menu board.

Review, continue to teach, and

reinforce the strategies posted on
the CAF Menu board.

Students write Make a Picture on

the strategy card (copy from adult
model) then student posts the
strategy.

One on One Assessing.

Goal 1-2 students each day. By
end of month, all students
assessed, all D5 are up and going.

Review this strategy for the next

few days.

Point to this card on the CAF Menu

board as you refer to them.
One on One Assessing.
Goal 1-2 students each day. By
end of month, all students
assessed, all D5 are up and going.

One on One Assessing.

Goal 1-2 students each day. By
end of month, all students
assessed, all D5 are up and going.

CAF

Day
s
2226

Whole Group Strategy

Lesson 1

Whole Group Strategy

Lesson 2

Based on students assessments,

take the skills and strategies of all
students and create a map for what
needs to be taught whole group and
individually.

Use information from assessments.

Whole Group Strategy

Lesson 3

Flexible Group
Meet with students in small flexible groups based on like need.. Meet with
one group during each D5 rotation.

Flexible Group
Individual Conferences
Using information gathered from
Use information gathered from assessments, meet with 3-4 students
assessing each student, also meet
during each D5 round.
with 3-4 students during each round
of D5