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CAFÉ Session 2010 Summer Literacy Workshop Presented by: Dr. Karin Keith, LaDonna Boone, and Nancy Miles.

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Presentation on theme: "CAFÉ Session 2010 Summer Literacy Workshop Presented by: Dr. Karin Keith, LaDonna Boone, and Nancy Miles."— Presentation transcript:

1 CAFÉ Session 2010 Summer Literacy Workshop Presented by: Dr. Karin Keith, LaDonna Boone, and Nancy Miles

2 What is CAFÉ? 4 research-based components critical to reading C – Comprehension A – Accuracy F – Fluency E – Expand Vocabulary

3 CAFÉ Definitions and Goals DefinitionGoal Comprehension The essence of reading cognitive process integrates complex skills Vocabulary instruction is critical to comprehension To make meaning from text To independently apply active, cognitive strategies while reading Accuracy The ability to read text on the page accurately To use reading strategies independently Fluency The ability to read text quickly, accurately, and with appropriate expression with no noticeable cognitive or mental effort To read smoothly To read with expression To be able to read words with automaticity To aid with comprehension Expand Vocabulary Give access to meanings of words to guide students to learn new concepts To find new words To learn the meaning of new words To use new words appropriately

4 Core Elements of CAFÉ Readers Workshop format…a balance of: Individual teaching/conferring small group whole group Research by Pressley (2006) and Taylor, Pearson, Clark, and Walpole (2000) found that the more effective classrooms have a distribution of whole-class, small-group, and side- by-side instruction. The more whole-class teaching offered, the lower the academic achievement in any school. The CAFÉ Book: Engaging all Students in Daily Literacy Assessment and Instruction, Boshey and Moser, 2009.

5 Core Elements of CAFÉ Individual teaching/conferring: – The teacher keeps a notebook with: record keeping forms calendar (to keep track of conferences with individual students) individual student conference forms strategy group (guided reading group) plans Teacher conferences with students during literacy block include: assessment focused, explicit instruction setting goals using CAFÉ menu following up on progress Teacher keeps track of progress in the notebook. Other children are involved in Daily 5 tasks.

6 Core Elements of CAFÉ Small group instruction: – based on clusters of students with similar needs in one of the CAFÉ categories – groups are flexible, based on needs rather than reading levels – often the teacher meets with groups of children who are reading different books at different levels but working on the same goal (such as comprehension or fluency).

7 Core Elements of CAFÉ Whole group instruction: – based on needs that emerge for many children, often using texts from whole class read alouds or other shared materials – where you teach strategies that go under Comprehension (C), Accuracy (A), Fluency (F), and Expand Vocabulary (E)

8 Weighted Literacy Block 150 minutes: 2 ½ hour Literacy Block MondayTuesdayWednesdayThursdayFriday 8:30-10:00 a.m. Whole Group CAFÉ Individual Conferencing Guided Reading Groups Daily 5 Independent Activities Individual Conferencing 10:00-10:15 a.m. Word Work 10:15–11:00 a.m. Writers Workshop

9 Signs/Indicators of Readers What are signs or indicators that show where students are or are not within all areas of CAFÉ? – Observe – Analyze – Plan

10 Gradual Release Model Research based on Pearson and Gallagher (1983), Debbie Miller (2002), and Jeffrey Wilhelm (2001) Modeling – I do, You watch Guided Practice – I do, You help Independent Practice – You do, I help Application – You do, I watch

11 Conferring in CAFÉ What is conferring? – Explicit, direct one-on-one teaching with a student Why is it important in CAFÉ? – Allows us to use our assessment data effectively – Coaching sessions based on childs individual goal(s) and strategy; child helps set goal(s) – Helps us work toward and keep track of each childs strength and goals so we can maximize our time with him/her – Gives us a forum to present strategies so students can access them when needed and practice them until they are proficient

12 Conferring Notebook Party! Forms you will need for your notebook: – CAFÉ menu template – Calendar – Keeping Track – Reading Goal Sheet – Strategy Group Sheet – Dividers/tabs for each student

13 How Do I Get Started with CAFÉ? Begins with assessment – BOY (beginning of year) palm pilot assessment; especially TRC data – Individual teacher assessments During assessment, ask yourself, Which of the four components is this child using well? Which component is he/she finding the most challenging? The answer to the second question will be the childs goal. Within the goal, we analyze which strategy we should teach next to help him/her become a more proficient reader. Data template foldable

14 I Have the Data…Now What? Questions to ask yourself: – Am I ready to begin? – Are my students comfortable working independently in Daily 5/Literacy Centers? – Do they know the daily whole group routine? If you answer yes to these questions, then JUMP IN!

15 Elements of Successful Conferences Focused – Observe and listen closely to the child – Teach and/or reinforce their strategy – Have the child practice the strategy Fast – 3-5 minutes per student Accountable – Teaching children to look more closely at where they are now as readers and where they might go tomorrow or over the next week – Promotes a shared language with the reader

16 CAFÉ Conferring Guide Prepare for the conference. Observe the child and listen to reading. Reinforce and teach. Practice the strategy. Plan. Encourage. (see CAFÉ Conferring Guide handout)

17 Strategy Groups in CAFÉ

18 Focus on literacy skill Clustered based on literacy goal Shorter term Daily 5 Assessments Focus on reading level Formed based on ability to decode Longer term Strategy groupGuided Reading group

19 Forming a Strategy Group Assess students reading abilities Confer individually with students Daily 5 is up and running Cluster students based on literacy need Plan strategy group lesson

20 Launching a Strategy Group Students gather in small group Teacher listens in Introduce groups goal by modeling Students practice, teacher listens/coaches Reinforce the target Plan for next meeting time Practice – off you go!

21 F is for Fluency...... the ability to read text accurately, quickly, with good inflection so that time can be given to comprehension Secret to success: maximize the amount of time students are reading good fit books at school and at home!

22 A student with good fluency… reads smoothly, not choppy recognizes words automatically, strong decoding strategies in place sounds like characters voice groups words quickly, not reading word by word read aloud effortlessly and with expression recognizes words and comprehends at the same time Reading reflects punctuation A student weak in fluency… Cannot decode well Has weak phonemic awareness Recognizes very few HF words Needs more practice with familiar spelling patterns Needs more time reading at their own independent reading level Reading is much slower than typical talking rate Doesnt use phrasing or inflection based on punctuation of text

23 CAFÉ video Strategy group lesson on fluency Turn and Talk

24 Teaching Points What does this group still need to work on? Determine if target was met. Discuss teaching goal with students. Note next teaching point on strategy group form.

25 Turn and Talk! How are CAFÉ groups different than Guided Reading groups? What are the challenges of working with students in a group that are on different reading levels? What are the benefits of grouping students by literacy skill need?

26 Teaching Strategies - Fluency Voracious reading Read appropriate level text – good fit! Re-read text Practice sight/HF words Adjust & apply different reading rates to match text Use punctuation to match and enhance phrasing and inflection

27 Whats on my menu? New things I learned about fluency... New things I learned about strategy groups... What do I want to do different this school year?

28 Whole Group Instruction in CAFÉ

29 Launching Whole Group Instruction Look for pattern of needs among students Small group Individual conferring Teacher observation DIBELS results K, 1; TRC results K, 1, 2

30 Elements of Whole Group Instruction Identify what is to be taught Teach the strategy – anchor to text Partner talk Student creates/posts CAFÉ menu card (if 1 st time taught) Review purpose & reason for strategy Encourage practice during independent time Sharing time – I tried it! Continue to connect strategies

31 E is for Expand Vocabulary Listening Reading Writing Speaking

32 Vocabulary Research indicates... Time spent reading in class is critical to vocabulary acquisition. Achievement Percentile Min. Read/Day Words/Year Exposure 90th 40.4 2,357,000 50th 12.9 601,000 10th 1.6 51,000 Reading naturally exposes students to an individualized vocabulary. A vast majority of vocabulary is learned in the context of reading. -Richard Allington

33 Explicitly Teach Vocabulary Knowing the meaning of words can help frontload fluency & support comprehension Example : Jam

34 CAFÉ video Whole group lesson – Expand Vocabulary Turn and Talk

35 How to Expand Vocabulary Voracious reading – before, during, after Integrate with activation Relate to prior knowledge Teach within context Actively involve students

36 Teaching Ideas for Expanding Vocabulary Voracious reading Tune in to interesting words Use pictures & diagrams within text Use word parts to determine meaning of words Use prior knowledge Ask someone to define it for you Use tools: dictionary, glossary, thesaurus

37 Whats on my menu? New things I learned about expanding vocabulary... New things I learned about teaching in whole group... What do I want to do different this school year?

38 How do I begin CAFÉ in my classroom? First 21 days

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