CAFÉ

1. CAFÉ Joan Moser Dearborn Literacy Framework August 3,4,5, 2010 Do our assessments inform our instruction?

2. Agenda What is Café? Whole Group Mini-lessons Assessment Goal Setting with the Student / Conferring Strategy Instruction The Conferring Notebook

3. What is CAFÉ • CAFÉ is a structure for conferring, a language for talking about reading development and a system for tracking growth and fostering student independence. • CAFÉ is a simple system which has these core elements: • The One on One Assessing of Students with the Teacher • Whole-group instruction based on the needs of many students, which often uses texts from whole-class read alouds. • Small-group/ 1:1 instruction based on students’ similar needs in one of the CAFÉ categories.

4. Goals Comprehension Accuracy Fluency Expand Vocabulary Strategies State Standards and Grade Level Expectations Current Research of Process and Strategies The Café

7. At the beginning of the year Menu should have only headings. Create the board with students as strategies are introduced. Have student write strategies. Only the strategies that are taught whole group go on board Students declare their strategy and writes their name on post it. Café Menu

8. Mini Lesson (Whole Class Lesson Elements) • Launching CAFÉ Pp. 95-97Appendixp. 130-137 • Identify strategy and share “secret to success” • Instruct • Practice with partners • One student writes and illustrates strategy on a card • Review strategy • Encourage practice during reading times • Student posts strategy on menu after independent practice • Continually connect new strategies to strategies already on the menu

10. Assessment Initial Assessment: purpose and use: DRA, 6+1, Running Records CAFÉ Menu (strategies/goals)

11. 7 Steps to Assessment (p. 39) Assess individual student. Discuss the findings with student. Set Goal and identify Strategies with student. Student declares goal on Menu and in notebook. Teacher fills out individual Reading Conference form. Teacher fills out Strategy Groups Form. Instruction

12. Goal Setting After Assessment (40-44) • Discussing assessment results with student as part of the assessment • CAFÉ Menu • Asking student about themselves as a reader • Deciding on strategy (ies) • Student declares the goal (states it themselves • Student posts on menu at that moment • Student returns and repeats goal again

13. Goal Setting Script • Discuss learning with student. Always the first question: • “What do you know about yourself as a reader?” • Student responds. • Then go to CAFÉ Menu and teacher says: • “This is what I found….We can work on this as a goal.” • Teacher and student verbalize the goal.

15. Assessment to Conferring (p. 153)

16. Goal Setting After Assessment (40-44) • Discussing assessment results with student • CAFÉ Menu • Asking about the student as a reader • Deciding on strategy (ies) • Student declares the goal (states it themselves • Student posts on menu at that moment • Student returns and repeats goal again

18. Conference Protocol for Effective Conferencing • Continual • Brief • Targeted instruction • All students (fair is NOT always equal) • Student sets & articulates goals • Shared language with students • Consistent structure

19. Seven Elements for Successful Conferences • Check the calendar for appointments • Prepare for conference • Observe student & listen to reading • Reinforce & teach • Practice the Strategy • Plan • Encourage

20. Conferring to Coaching (p. 56)

21. What does a conference look like? As you watch the video ask yourself. • Did the teacher use all seven steps of effective conferencing? • What was the purpose the teacher had? • Did the student understand what she was expected to do? • What made the conference effective?

23. Conferring (Chapter 4: 50-68) • How long will each conference take? How will we get these accomplished? • How can my time be best used? • What is my role in the conference? • Why are we conferring with students so frequently?

24. Strategy Groups: GuidingReaders • Form one strategy group of most at risk students to start. • Identify a group of 2-3 students that need the same strategy (example: back up and reread) Use Reading Conference Forms completed at Assessment (conferring notebook) • Teacher groups students together based on common goal/strategy. • The goal is flexible grouping: students work on a strategy until mastery (some students may require 1:1 instruction). • NOTE: Small groups/1:1 do not begin until stamina has been developed and assessments are complete (chapter 7 p. 105)

25. Strategy Instruction: Guiding Readers • Standards-based • Hierarchy of strategies: 4-4-3-3 (Menu) • Whole Group Mini-lessons: 5-10 minutes • Day 1/ Read Alouds with Strategy Instruction • Checking for Understanding (Read aloud #1) • Cross Checking (Read aloud #2) • Tune in to interesting words (Read aloud #3) • Continual modeling • Small group and 1:1 instruction begin after assessments are complete and stamina is established.

26. Question • What is the biggest difference between what the Daily 5 and CAFÉ recommend and how we may have traditionally been using read alouds?

29. Touch Points: Ongoing Assessment • Quickly assess student learning and assign a score • Documents student learning so trends in performance may be observed and instructional decisions may be made. • Holistic score for each interaction • C = Area of Concern • P = Progressing • M = Meets Expectations • E = Exceeds Expectations • If students receive 3 C/P points after 3 teaching attempts than change instruction • Recorded after each meeting 1:1 or small group

31. Comprehension: Check for Understanding • First strategy introduced • What it is: Stop frequently and check to see if you understand what you’re reading. • Reference: pp. 30-34, 70-74, 130, Ready reference form p.154 • “Secret to success” • “Knowing when we read we must think about the story and realize what the author is trying to tell us or what we are learning from the book. Readers stop frequently to check for understanding or to ask who and what.” • Model everyday of the school year • Video

32. Video clip

33. Accuracy: Cross Checking • Second strategy taught • What it is: Strategy for ensuring the words (and sometimes pictures) read make sense and match the letters on the page • Reference: pp. 34-36, 80-82, Ready Reference form p.170 • “Secret to success” • “Must be able to monitor for meaning and know when it is necessary to pause and fix-up the meaning instead of just continuing to read. Constantly grounding reading in meaning is vital to the success of this strategy.” • Kinesthetic motion (CAFÉ p. 36)

34. Expand Vocabulary: Tune in to Interesting Words • Third strategy taught • Build word awareness and the understanding of words so they have “thinking power” left in their brain to comprehend and make meaning of what is read. • Reference: pp. 36-37, 84-85, 102-104, Ready reference form, p.185 • “Secret to Success” • “When we read independently, we must read and practice this strategy with a “good fit” book. We may use a word collector to record and remember the new words.” • 2-3 words selected per day

35. Touch Points: Ongoing Assessment • Quickly assess student learning and assign a score • Documents student learning so trends in performance may be observed and instructional decisions may be made. • Holistic score for each interaction • C = Area of Concern • P = Progressing • M = Meets Expectations • E = Exceeds Expectations • If students receive 3 C/P points after 3 teaching attempts than change instruction • Recorded after each meeting 1:1 or small group

36. The Conferring Notebooka.k.a. The Pensieve It holds our most important thinking about each student.

39. Size Matters! Bigger is not always better! 1” or 1½” binder

40. Organizing a Conferring Notebook • As you watch this video, think about how you will use your conferring notebook and the importance of the elements to student learning.

41. Conferring Notebook

42. Organization of the Conferring Notebook (Pensieve) Section Forms to include • Keeping Track *Keeping Track Form *Calendar 2 Curriculum 3 Guiding Readers *Strategy Group Forms Groups 4 Data *Data Sheets 5 Student Conferences *Reading Conferring Form (a tab for each student *Writing Conferring Form that includes…) *CAFÉ Menu

43. Additional Resources for the Conferring Notebook Chapter 2 in The Café Book: The Café Notebook and Record Keeping Forms The Café Book CD-ROM for printable forms The Café Book Appendix

44. Looking back on today • What is CAFÉ? • CAFÉ Menu • Mini-lessons • Assessment • Goal Setting with the Student / Conferring • Strategy Instruction • The Conferring Notebook