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

2. 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

3. 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

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, 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)
Show a CAFÉ menu

8. 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

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? 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

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. 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: same reading level practice decoding skills using a set of books selected by teacher

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
Look at daily schedule again to see when strategy groups meet

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!”
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

21. “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

22. 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

23. 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?

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.
If target met, note in the touchpoint area

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

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
Look at schedule to revisit when you teach whole group

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
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

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

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
Cite Allington’s research

33. 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!

34. 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

35. 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

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
Handout, refer to graphic organizers for vocabulary development

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