CAFÉ Session 2010 Summer Literacy Workshop

1. CAFÉ Session2010 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

4. Core Elements of CAFÉ • Reader’s 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, Bosheyand 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

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 child’s individual goal(s) and strategy; child helps set goal(s) • Helps us work toward and keep track of each child’s 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 child’s 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 Strategy group Guided Reading group • Focus on reading level • Formed based on ability • to decode • Longer term • Daily 5 • Assessments

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 group’s 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 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 • Doesn’t use phrasing or inflection based on punctuation of text A student with good fluency… • reads smoothly, not choppy • recognizes words automatically, strong decoding strategies in place • sounds like character’s 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

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. What’s 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 1st 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 Speaking Writing Reading Listening

32. Vocabulary Research indicates . . . Time spent reading in class is critical to vocabulary acquisition. Achievement PercentileMin. Read/DayWords/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 Voraciousreading – 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. What’s 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