1. C A F É Written by: Gail Boushey and Joan Moser “The Sisters”

3. Today’s Outcomes Historical Overview – Looking back so we can look forward CAFÉ System – Menus CAFÉ Core Elements – Whole group – Conferring Conferring Notebook…Pensieve – Strategy groups Touch Points – Grading (1, 2, 3, 4) – How assessment guides instruction Whole School Supports

4. What are some things to consider to get the maximum benefit from this session? 10. Reduce your sensitivity. 9. Self-evaluate. 8. Search for “Idea Treasures.” 7. Listen. 6. Adapt, don’t adopt. 5. Ask questions. 4. Find a place to start. 3. Create a summary and a plan. 2. Seek support. 1. Focus on continuous growth.

6. What does Daily 5 look like? Brief, daily instruction between rounds Five rounds of literacy tasks – Read to Self – Work on Writing – Listen to Reading – Working with Words – Read to Someone

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

8. CAFÉ Definitions and Goals DefinitionGoal 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; lifting the words off the page. 90% is not enough; 95-100% independent; 90-94% instructional; 90% and below frustrational 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 Aids comprehension Expand Vocabulary Give access to meanings of words to guide students to learn new concepts To know, find, and use words Early reading materials consists of natural language patterns At 4 th grade., reading materials consists of “book language.”

9. “Mechanisms (visual aids) help students learn how to elicit reading processes and strategies during the reading experience.” Michael Pressley

10. accuracy comprehension fluency vocabulary

15. The System of CAFÉ Reader’s Workshop format…a balance of: Whole group Small group Individual teaching/conferring 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.

16. Whole Group Instruction in CAFÉ

17. 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) – Can use strategies from the Sisters, in addition to TN SPIs and/or CCSS Standards

19. www.thedailycafe.com

22. Brain Research Dr. Ken Wesson Average number of years = average number of minutes 5 years old = 5 minutes 7 years old = 7 minutes 9 years old = 9 minutes

25. One-On-One Instruction in CAFÉ

26. Core Elements of CAFÉ Teacher conferences with students during literacy block include: assessment focused, explicit instruction setting goals/strategies using CAFÉ menu following up on progress Teacher keeps track of progress in conferring notebook. Other children are involved in Daily 5 tasks. Individual teaching/conferring: – The teacher keeps a conferring notebook (Pensieve) with: calendar (to keep track of conferences with individual students) record keeping forms strategy group (guided reading group) plans individual student conference forms

28. The Pensieve

37. Conferring in CAFÉ 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

38. 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

40. Small Group Instruction (Strategy Groups) in CAFÉ

41. Core Elements of CAFÉ Small group instruction: – known as strategy groups – 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).

42. Focus on literacy skill Formed based on literacy goal Students on various reading levels Shorter term Daily 5 Instruction based on assessments Focus on reading level Formed based on ability to decode Students on same reading level Longer term Strategy groupGuided Reading group

43. 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!”

44. 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?

45. Touch Points Importance – Monitors our teaching – Documents student learning Expectations – 1 = Below Standard (D) – 2 = Approaching Standard (C) – 3 = Meeting Standard (B) – 4 = Exceeding Standard (A)

46. Progress Monitoring If… – after 3 teaching attempts, student has earned a touch point of 1 and/or 2… Then… – change something! Materials Setting Teaching – Explicit explanation – Model – Think aloud – Offer advice

47. When to Layer on a New Strategy? If… – after 4 or 5 observations, student has earned touch points of 3 and/or 4… Then… – layer on a new strategy!

50. Whole School Support Thoughts from “The Sisters”: – Strive toward “curricular coherence,” not “planned fragmentation” (Allington, 1985). – Classroom teachers are the quarterbacks. We call the plays for each reader. – “Huddle” with your support staff. They use the same goal and forms. Meet weekly to see how support staff can support teacher’s instruction. Both bring conferring notebooks. – Upward trajectory is faster when we wrap common strategies around children.

51. Today’s Outcomes Historical Overview – Looking back so we can look forward CAFÉ System – Menus CAFÉ Core Elements – Whole group – Conferring Conferring Notebook…Pensieve – Strategy groups Touch Points – Grading (1, 2, 3, 4) – How assessment guides instruction Whole School Supports

52. “It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is not real security in what is no longer meaningful. There is more security in the adventurous and exciting; for in movement there is life, and in change there is power.” -Alan Cohen