I think keeping your writing lessons separate from your Daily 5 time is best.  Your writing during Daily Five is free choice, so you wouldn't be asking them to do that writing in these rounds.  If you can find pockets of time during your M-Th days, that would be good practice time on the writing lesson you taught in your writing workshop.  Grammar could be taught through strategies on the accuracy and vocabulary portions of the CAFE menu durig mini-lessons.  

I am really struggling to wrap my head around this as well. I'm a bit stuck with how to fit all the other aspects of literacy that we are expected to teach as part of our curriculum. In year 1, if we have a maximum 2 hour literacy block per day (sometimes only one hour), with 3 focus lessons (CAFE strategies) and 3 Daily 5 rounds, roughly an hour and a half all up, where do we fit our grammar, phonics, handwriting, genre, and such into our timetables? As the year goes on, do some of the focus lessons change from CAFE to the other content areas (so 1 CAFE focus lesson per day, as we then move to teaching and modelling these strategies more during individual and group conferences, and the other focus lessons move to grammar and ohnics and such)? This seems to be the biggest issue around introducing and implementing Daily 5 and CAFE at my school, as a number of other teachers have come to me with the question of how do you fit everything in, when taking time out to do Daily 5/CAFE? Also, how often and how long are writing workshops normally?