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

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

CAFÉ Definitions and Goals 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

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, Boshey and Moser, 2009.

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.

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).

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) Show a CAFÉ menu

Weighted Literacy Block 150 minutes: 2 ½ hour Literacy Block Monday Tuesday Wednesday Thursday Friday 8:30-10:00 a.m. Whole Group CAFÉ Individual Conferencing Guided Reading Groups Daily 5 Independent Activities 10:00-10:15 a.m. Word Work 10:15–11:00 a.m. Writer’s Workshop

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

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

Conferring in CAFÉ What is conferring? Why is it important in CAFÉ? 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 Discuss difference between 1 on 1 discussions and conferring

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

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

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!

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

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)

Strategy Groups in CAFÉ

Strategy group Guided Reading group Focus on literacy skill Clustered based on literacy goal Shorter term Focus on reading level Formed based on ability to decode Longer term Daily 5 Assessments SG goal: introduce, practice, and reinforce a strategy that students have a common need for, students practice the strategy using their own self-selected books from their book boxes GR goal: students @ same reading level practice decoding skills using a set of books selected by teacher

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 Look at daily schedule again to see when strategy groups meet

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!” Students bring book boxes, start with students most at risk. Introduce – model right and wrong ways if effective, after introduced you should reinforce groups goal by reminding them of their goal and mention positive behaviors you observed while they were reading, practice may be on their own during Daily 5 or with a partner remaining in the group Once up and running, refer to conferring notebook schedule to determine when to meet with strategy groups

“F” is for Fluency . . . Secret to success: . . . 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! Define fluency… What do you do automatically? Ride a bike, drive a car, CRITICAL GATEWAY TO COMPREHENSION Provides the BRIDGE between WORD RECOGNITION and COMPREHENSION –frees the mind to focus energy on meaning of text

reads smoothly, not choppy 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 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

CAFÉ video Strategy group lesson on fluency Turn and Talk Video – How was strategy demonstrated? How did the student practice? Accountability for thinking? How did group nudge the reader?

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. If target met, note in the touchpoint area

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?

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 Hand out of teaching ideas for fluency REMINDER: Fast is not always better!

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?

Whole Group Instruction in CAFÉ

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 Look at schedule to revisit when you teach whole group

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 Identify – use assessment notes, Anchor – text, chapter book, anchor chart, Partner talk – teach this strategy early in the school year, Review-why use strategy? When is it most useful?, Practice-daily 5, reinforce & nudge students to use it, Sharing – children who use it successfully can be named the “expert” for others to consult LOOK AT SCHEDULE to determine when whole group is taught

“E” is for Expand Vocabulary Speaking “E” is for Expand Vocabulary Writing Reading Cite Allington’s work Listening

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 Cite Allington’s research

Explicitly Teach Vocabulary Knowing the meaning of words can help frontload fluency & support comprehension Example: “Jam” Strong relationship between word-meaning knowledge and contructing meaning – tied to comprehension!

CAFÉ video Whole group lesson – Expand Vocabulary Turn and Talk Whole group lesson on vocabulary, mention charts on board – ABC chart (word collector) and “instead of” charts Set goals for children within whole group, “Try this yourself today during Daily 5” Encourage children to use these words in their writing

How to Expand Vocabulary Voracious reading – before, during, after Integrate with activation Relate to prior knowledge Teach within context Actively involve students All these based on reading research by Graves, Negy, Beck, Herman Instruction should be FOCUSED & INTENTIONAL Direct instruction in vocabulary help students improve their ability to contruct meaning during reading Helping them to learn how to infer meaning helps them to determine word meaning during independent reading time

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 Handout, refer to graphic organizers for vocabulary development

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?

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