Strategy Groups
This chapter starts with a justification for strategy groups as opposed to levelled reading groups. The strategy group approach allows the reading strategy needs of students at different levels to be me through small group instruction.
Structuring and Managing Strategy Groups
The key points here were that Daily 5 needs to be up and running before I start strategy groups, and that I need to have completed individual assessment of the students so I know what they need. Even with strategy groups there will still be whole class instruction and individual conferences.
Using the Strategy Group Form.
This form helps the teacher keep track of who needs to work on what strategy, and which students can work as a group on a strategy. It is also used to keep track of progress within the group. One key point is that students can move in and out of strategy groups as they master strategies. The strategy groups support individual instruction and give students a chance to work with a buddy who is focussing on the same strategy as they are.
Strategy Groups in Action: What a Typical Morning Looks Like
The key point I noted in this section was that the timing for strategy groups is similar to that for whole group instruction. This is based on Brain-based learning and is approximately one minute for each year of the age of the children. Using this thinking, most of my strategy groups should be 9-10 minutes since I'm teaching mostly 9 & 10 year olds.
Sample Strategy Groups
Once again the principles of this chapter are made clear through detailed examples. Three examples are given: One for Accuracy with a group of Kindergartners, one for Comprehension with a group of Third Graders, and one for Expand Vocabulary with a group of Fifth Graders.
And so ends my review and notes on The CAFE book. I still have all the appendices to read, but they can be done as I need to use them. Next step is to work out what it will look like in my classroom this year. This is going to be different in some ways because of my unique situation for timetabling with our bilingual program, but I know I can make it work.
Showing posts with label Assessment. Show all posts
Showing posts with label Assessment. Show all posts
18 July 2014
16 July 2014
The CAFE Book Chapter 6
This chapter starts with a reminder that the order of introducing strategies isn't that important. While the four strategies introduced in Chapter 4 are foundational, the rest can be taught in any order that meets the needs of the students. Whichever strategies are chosen, it's important to keep the whole class focus lessons short, in line with brain-based learning principles. It's also important to remember that you don't just teach a strategy once and then move on. You can revisit strategies as often as needed throughout the year, with the whole class, with small strategy groups, or with individual students.
The next section provides an example of the Flip the Sound strategy lesson. One think I really liked here was the hand movement that signals the strategy. I think that will be really helpful for my kinaesthetic learners.
Whole lesson elements
Sample lessons
Four more sample lessons are provided to demonstrate a variety of strategies. These really help me see how the CAFE can work to help my students become better readers.
Something I'm also beginning to see is how I can reinforce the strategies during other lessons as well, especially science and social studies where we do quite a lot of "reading to learn".
The next section provides an example of the Flip the Sound strategy lesson. One think I really liked here was the hand movement that signals the strategy. I think that will be really helpful for my kinaesthetic learners.
Whole lesson elements
- Identify what is to be taught, and share the "secret to success" with the strategy.
- Teach the strategy.
- Students practise with partners.
- Select a student to write and illustrate the CAFE menu strategy card (1st time only).
- Review the strategy.
- Encourage practice during independent reading times.
- Post the strategy after independent practice.
- Continually connect new strategies to strategies that are already on the CAFE board
Sample lessons
Four more sample lessons are provided to demonstrate a variety of strategies. These really help me see how the CAFE can work to help my students become better readers.
Something I'm also beginning to see is how I can reinforce the strategies during other lessons as well, especially science and social studies where we do quite a lot of "reading to learn".
13 July 2014
The CAFE Book Chapter 5
Eavesdropping on Some Conferences
I thoroughly enjoyed this chapter. It does just what you might expect from the title, let's the reader see how it works. As I would say, this chapter really shows where the rubber hits the road! There are sample conferences for each of the four CAFE areas: Comprehension, Accuracy, Fluency, and Expanding Vocabulary. A variety of strategies are used, with a mixture of Beginning Readers and Advanced Readers. I'm really starting to get some concrete ideas of how I can use this and make it work in my fourth grade classroom. I've also got a much better idea of how to keep the conferences brief and specific.
That's all I'm going to say about this one. If you want to know more, you'll just have to get hold of the book and read it!
I thoroughly enjoyed this chapter. It does just what you might expect from the title, let's the reader see how it works. As I would say, this chapter really shows where the rubber hits the road! There are sample conferences for each of the four CAFE areas: Comprehension, Accuracy, Fluency, and Expanding Vocabulary. A variety of strategies are used, with a mixture of Beginning Readers and Advanced Readers. I'm really starting to get some concrete ideas of how I can use this and make it work in my fourth grade classroom. I've also got a much better idea of how to keep the conferences brief and specific.
That's all I'm going to say about this one. If you want to know more, you'll just have to get hold of the book and read it!
10 July 2014
The CAFE Book - Chapter 4
Conferring with Children: Principles and Examples
I'm excited about this chapter because I really have no idea what conferences with students about reading really might or should look like, as well as how to keep meaningful records and keep on top of "time". The authors promise lots of examples.
Rethinking Conference Protocols
This section provides background as well as introducing a specific structure for conferences. The focus of the conference is the child, his/her individual reading goals, and the progress he/she is making. A neat "conferring form" is provided with scaffolding and cues to help teachers like me move into conferring. A key point is that conferences are really coaching sessions, and a structure called "Coaching Toward a Target" is provided and explained in details (complete with examples).
The Seven Elements of Successful Conferences
Step 1: Check the calendar for appointments - The Calendar and the Keeping Track forms are key to ensuring every student gets the support he/she needs, including those who are more competent and more able to work independently.
Step 2: Prepare for the conference - This step involves a quick review of notes from the last conference with this child, before you get to the child, to enable the teacher to quickly and easily connect with what the individual student is working on, including what his/her personal reading goals are.
Step 3: Observe child and listen to reading - Conferences happen where the child has chosen to work. This step involves listening to the child reading and noting if and how he/she is applying strategies.
Step 4: Reinforce and teach - In this step you tell the student what you noticed about his/her reading, and ask what they have noticed. Focus on one strategy at a time, and provide individual teaching using explicit instruction and modelling. This should only take about a minute.
Step 5: Practise the strategy - Now the child has a chance to practise what you've just taught them while you're there. This gives a chance to fine tune the instruction and provide further clarification if needed.
Step 6: Plan - The planning here involves the student. This section outlines how to know if a child is ready to move on to a new strategy, and how to keep track of successfully demonstrated strategies (using the CAFE menu). This is the time to decide, with the child, what he/she will work on independently, and when you will next confer with him/her.This also helps build accountability for learning in the students.
Step 7: Encourage - We all need encouragement. Remember to give specific encouragement about the progress that has been made, and to reiterate the key teaching point of the conference.
In summary, the key is that short, focused conferences regularly will help children become better readers much more effectively than longer irregular conferences.
I'm excited about this chapter because I really have no idea what conferences with students about reading really might or should look like, as well as how to keep meaningful records and keep on top of "time". The authors promise lots of examples.
Rethinking Conference Protocols
This section provides background as well as introducing a specific structure for conferences. The focus of the conference is the child, his/her individual reading goals, and the progress he/she is making. A neat "conferring form" is provided with scaffolding and cues to help teachers like me move into conferring. A key point is that conferences are really coaching sessions, and a structure called "Coaching Toward a Target" is provided and explained in details (complete with examples).
The Seven Elements of Successful Conferences
Step 1: Check the calendar for appointments - The Calendar and the Keeping Track forms are key to ensuring every student gets the support he/she needs, including those who are more competent and more able to work independently.
Step 2: Prepare for the conference - This step involves a quick review of notes from the last conference with this child, before you get to the child, to enable the teacher to quickly and easily connect with what the individual student is working on, including what his/her personal reading goals are.
Step 3: Observe child and listen to reading - Conferences happen where the child has chosen to work. This step involves listening to the child reading and noting if and how he/she is applying strategies.
Step 4: Reinforce and teach - In this step you tell the student what you noticed about his/her reading, and ask what they have noticed. Focus on one strategy at a time, and provide individual teaching using explicit instruction and modelling. This should only take about a minute.
Step 5: Practise the strategy - Now the child has a chance to practise what you've just taught them while you're there. This gives a chance to fine tune the instruction and provide further clarification if needed.
Step 6: Plan - The planning here involves the student. This section outlines how to know if a child is ready to move on to a new strategy, and how to keep track of successfully demonstrated strategies (using the CAFE menu). This is the time to decide, with the child, what he/she will work on independently, and when you will next confer with him/her.This also helps build accountability for learning in the students.
Step 7: Encourage - We all need encouragement. Remember to give specific encouragement about the progress that has been made, and to reiterate the key teaching point of the conference.
In summary, the key is that short, focused conferences regularly will help children become better readers much more effectively than longer irregular conferences.
26 June 2014
The CAFE Book - Chapters 2 and 3
Chapter 2 - The CAFE Notebook and Record-Keeping Forms
Keeping records about children's progress is something I've not done particularly well to date, especially anecdotal records, so I found this chapter really helpful. It starts with the story of how the authors found a system and format that worked for them, and gives me lots of ideas and resources and freed to find what will work for me and my students. Initially it talks about where to store all these great notes, and then it gets on to what is inside.
The first section of the notebook is really big picture stuff. It includes things like a calendar (to schedule student conferences & small group meetings), a form for tracking those conferences by student (to make sure everyone gets the help they need and no-one gets missed out), and a form for tracking groups of students working on the same goals/strategies. The bonus is that pdfs of all the forms are provided on the accompanying CD.
The second section has dividers for each individual child with their personalised copy of the CAFE menu and Reading and Writing Conference Forms. Looks like I'm going to be looking for some kinds of binder that will become my "notebook".
Chapter 3 - CAFE Step-by-Step: The First Days of School
This chapter does just what the title says. It provides a step-by-step guide to introducing the CAFE to students, especially in the early days of school.
The first item introduced is "C" for comprehension, along with the definition "I understand what I read". The first strategy introduced is "Check for Understanding" and the authors suggest using picture books for these lessons.
After a break, maybe a time of building stamina, another strategy from a different section of the menu is introduced, using another picture book. The example give is "A" for accuracy, using the Cross-Checking Strategy.
Depending on the classroom schedule, another heading and strategy might be introduced later in the day, such as "Tune In To Interesting Words" under the "E" for expanding vocabulary section.
Each time a strategy is introduced it is named explicitly for the students and posted on the CAFE Display board. Each time a strategy is reviewed, the display is referred to.
Over the first few days, the authors recommend four core strategies be taught and reviewed several times, with repeated modelling and anchoring to the CAFE menu. Using the Daily 5 structure, students will have lots of opportunities to practise the strategies as they build stamina for working independently.
The next part of the CAFE program is moving to Individual Conferences, and using assessment to inform instruction. A seven step process is provided to guide the reader through this. An example of what each step might look like is provided. Finally, some encouragement for those of us who are a bit apprehensive of trying new things - you don't have to get it perfect the first time. It won't hurt students to practise a strategy they are already good at, and you can always give them something new at the next conference. It's OK for the teacher to learn along the way too! :)
Keeping records about children's progress is something I've not done particularly well to date, especially anecdotal records, so I found this chapter really helpful. It starts with the story of how the authors found a system and format that worked for them, and gives me lots of ideas and resources and freed to find what will work for me and my students. Initially it talks about where to store all these great notes, and then it gets on to what is inside.
The first section of the notebook is really big picture stuff. It includes things like a calendar (to schedule student conferences & small group meetings), a form for tracking those conferences by student (to make sure everyone gets the help they need and no-one gets missed out), and a form for tracking groups of students working on the same goals/strategies. The bonus is that pdfs of all the forms are provided on the accompanying CD.
The second section has dividers for each individual child with their personalised copy of the CAFE menu and Reading and Writing Conference Forms. Looks like I'm going to be looking for some kinds of binder that will become my "notebook".
Chapter 3 - CAFE Step-by-Step: The First Days of School
This chapter does just what the title says. It provides a step-by-step guide to introducing the CAFE to students, especially in the early days of school.
The first item introduced is "C" for comprehension, along with the definition "I understand what I read". The first strategy introduced is "Check for Understanding" and the authors suggest using picture books for these lessons.
After a break, maybe a time of building stamina, another strategy from a different section of the menu is introduced, using another picture book. The example give is "A" for accuracy, using the Cross-Checking Strategy.
Depending on the classroom schedule, another heading and strategy might be introduced later in the day, such as "Tune In To Interesting Words" under the "E" for expanding vocabulary section.
Each time a strategy is introduced it is named explicitly for the students and posted on the CAFE Display board. Each time a strategy is reviewed, the display is referred to.
Over the first few days, the authors recommend four core strategies be taught and reviewed several times, with repeated modelling and anchoring to the CAFE menu. Using the Daily 5 structure, students will have lots of opportunities to practise the strategies as they build stamina for working independently.
The next part of the CAFE program is moving to Individual Conferences, and using assessment to inform instruction. A seven step process is provided to guide the reader through this. An example of what each step might look like is provided. Finally, some encouragement for those of us who are a bit apprehensive of trying new things - you don't have to get it perfect the first time. It won't hurt students to practise a strategy they are already good at, and you can always give them something new at the next conference. It's OK for the teacher to learn along the way too! :)
25 June 2014
The CAFE Book - Chapter 1
Introduction:
The Beginnings of the CAFE Menu Assessment System
I just love the honesty of the two sisters in writing both of these books. The first chapter of this, their second book, highlights something I've struggled with since I began classroom teaching. How do I fully use reading assessments to inform my teaching, and especially to differentiate so my teaching supports the individual needs of my students. It's really encouraging to know that I'm not alone in that struggle. CAFE is an acronym for Comprehension, Accuracy, Fluency, and Expanding Vocabulary. These headings cover a huge variety of reading strategies, and are used to develop a menu of choices for students to use. The idea of a menu of choices also fits perfectly with the Daily 5 structure, which gives students choices about when they complete various activities.
Having just completed the Developmental Continuums for reading and writing required by my school, I'm painfully aware of a major deficit in my teaching and record keeping, especially when it comes to reading strategies. How can students tell me what strategies they are using if I don't name and teach specific strategies? I'm already hopeful that the CAFE system will help me do a better job of both tasks, and also help me to better meet the needs of my diverse students.
There are four core parts to the CAFE system. The first is the teacher's notebook. Next come individual conferences, followed closely by small group instruction in flexible groups. Finally we have whole group instruction, focussing on skills whole class/group need.
Also in this chapter, the authors give a brief overview of some of the research that has informed their development and implementation of the CAFE system. This included both reading other people's research and their own practical day-to-day action research. It was encouraging to notice some names that appear in my textbooks for the coming semester.
The chapter ends with comments which highlight the freedom to adapt the system to meet the needs of each individual setting which it is used in. It also reminds the reader that, as with most teaching strategies, it is a work in progress, and that's OK. I'm looking forward to reading the rest of the book and discovering how I can better meet the needs of my students and challenge them to become better readers and writers.
The Beginnings of the CAFE Menu Assessment System
I just love the honesty of the two sisters in writing both of these books. The first chapter of this, their second book, highlights something I've struggled with since I began classroom teaching. How do I fully use reading assessments to inform my teaching, and especially to differentiate so my teaching supports the individual needs of my students. It's really encouraging to know that I'm not alone in that struggle. CAFE is an acronym for Comprehension, Accuracy, Fluency, and Expanding Vocabulary. These headings cover a huge variety of reading strategies, and are used to develop a menu of choices for students to use. The idea of a menu of choices also fits perfectly with the Daily 5 structure, which gives students choices about when they complete various activities.
Having just completed the Developmental Continuums for reading and writing required by my school, I'm painfully aware of a major deficit in my teaching and record keeping, especially when it comes to reading strategies. How can students tell me what strategies they are using if I don't name and teach specific strategies? I'm already hopeful that the CAFE system will help me do a better job of both tasks, and also help me to better meet the needs of my diverse students.
There are four core parts to the CAFE system. The first is the teacher's notebook. Next come individual conferences, followed closely by small group instruction in flexible groups. Finally we have whole group instruction, focussing on skills whole class/group need.
Also in this chapter, the authors give a brief overview of some of the research that has informed their development and implementation of the CAFE system. This included both reading other people's research and their own practical day-to-day action research. It was encouraging to notice some names that appear in my textbooks for the coming semester.
The chapter ends with comments which highlight the freedom to adapt the system to meet the needs of each individual setting which it is used in. It also reminds the reader that, as with most teaching strategies, it is a work in progress, and that's OK. I'm looking forward to reading the rest of the book and discovering how I can better meet the needs of my students and challenge them to become better readers and writers.
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