Presentation on theme: "Highlights USING THE CAFÉ MENU to Support Balanced Literacy"— Presentation transcript:
1 Highlights USING THE CAFÉ MENU to Support Balanced Literacy Dyer-Kelly Elementary, SJUSDStaff DevelopmentFebruary 17, 2011
2 Daily FiveA student-driven management structure designed to fully engage students in activities that support literacy~ reading and writingCreates routines and procedures that foster independent literacy routines that become habit
4 10 Steps to Teaching and Learning Independence 1. Identify what is to be taught2. Setting Purpose – Sense of Urgency3. Brainstorm behaviors desired using an I chart4. Model most desirable behaviors5. Model least desirable behaviors then desirable6. Place students around the room7. Everyone practice and build stamina (3 minutes)8. Stay Out of the Way9. Quiet Signal – Come back to Group10.Group Check In – “How Did You Do?”
5 Daily 5 Key Vocabulary I-Charts - What students/teacher are doing Anchor Charts – What GoodReading/Writing “Looks” Like –it “anchors” their learningLaunching - Training them on what to do – management systemStamina - Building Independency
6 Accelerate Student Learning The literacy tasks alone are not enough…CAFE is a guide and system to focus our instruction,help students set reading and behavior goals,monitor their progress—CAFÉComprehensionAccuracyFluencyExpand Vocabulary
7 The CAFÉ Board 4 components set up across the top As a strategy is introduced it is put up on a sentence strip under the category by a childChildren put sticky notes under strategy they are working on
8 Why CAFÉ? “You now know X. Let’s practice it… Guide for instructionCAFÉ board is a visual aid to help studentsCollection of strategies the learner can access to apply reading strategies during each reading experience along the Gradual Release of Responsibility(with or without the teacher)Accountability:“You now know X. Let’s practice it……..Now use it! ALL the time!!!”
9 Shared LessonIdentify what is to be taught/retaught whole class, and share the~“secret to success” with the strategy*** See Ready Reference FormsTeach the strategy.Students practice with partners.Select a student to write and illustrate the CAFÉ Menu strategy card (the first time it is taught)Students add the new strategy to their personal menu (depending on the grade level)
11 Parts of the Pensieve Keeping track form This is a simple grid with each child’s name on it.Not everyone will be seen as often.Strategy groups (for us Guided Reading) formThis form is used to plan lessons for children with similar goals.
12 Pensieve Part 2 Cafe Menu Reading Conference Form Writing Conference formTouch points are used as a way of documenting progress.A fast way to record a child’s progress toward their goal, is a point system.
13 Individual Conferences 1. Assess individual students.2. Discuss findings with students.3. Set goal and identify strategies with students.4. Student declares goals on menu and in notebook.5. Teacher fills out individual Reading Conference form.6. Teacher fills out Strategy Group (Guided Reading for us) form.7. Instruction.
14 Assessment/Conferences Meet one-on-one with students, test using running records or DRATalk to students using the language of the menuSet goals and identify areas of need “One of the areas I am going to help you with to become a better reader this year is…”
15 CAFÉ ConsiderationsCAFÉ menu to guide instruction but student behaviors are the keyGrading – touch points with daily small group and individual:1-below, 2-approaching, 3-meeting, 4-exceedingWhen do you move on to a new strategy? After 4-5 opportunities with 3’s and 4’s as touch points.Determine growth with success overtime
16 “Focus on this child… …this moment.” More Considerations Any assessment is only as good as the action that arises from it.Fair is not always equal!Plan Whole Group Instruction from formative assessments.Continually connect new strategies to strategies already on the CAFÉ Menu board.“Focus on this child……this moment.”