We are in various stages of CAFE/Daily 5 in our school. Some of the teachers find the schedule with 3 focus lessons and 3 work periods difficult. They believe there are too many transitions that eat up valuable class time. Can someone give me the rationale and brain research that supports the structure of lesson/work; lesson/work; lesson/work? Thanks
I have a couple wonders:
What are the ages of the learners? As they grow, their stamina grows and may only need two rounds.
How long are transitions actually taking? If they are long, have they revisited expectations and 10 Steps to Independence?
From the Daily 5 book( page 33), the sisters state:
Transitions during Daily 5 provide a number of opportunities:
A physical break from a student work session
The kinesthetic movement children’s brains and bodies require before continuing to work
A brain break, which allows for refocusing
A natural time to provide another short focus lesson
Jody has started a good list of questions to think about.
If you look at this article by Allison, it will give you an idea about the rounds/brief focus lessons for various ages.
|Introducing Daily 5 and Cafe to upper primary students (in Australia)||Daily 5||3||2.1k||2 months 2 weeks|
|Daily 5 and ADHD||Daily 5||0||131||2 months 2 weeks|
|Daily 5 and Behavior||Daily 5||0||161||2 months 2 weeks|
|Daily Five and Science of Reading||Daily 5||5||3.4k||8 months 5 days|
|Daily 5 and ELA Curriculum: How do you fit everything in?||Daily 5||1||779||8 months 5 days|
|Daily 5 Rubric||Daily 5||0||396||8 months 3 weeks|
|Stevenson Phonics and Daily 5||Daily 5||0||275||8 months 4 weeks|
|Not enough time||Daily 5||0||355||9 months 2 weeks|
|phonics||Daily 5||0||376||9 months 2 weeks|
|Introducing Daily 5 in Upper Elementary||Daily 5||4||3.6k||11 months 2 weeks|
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