CAFÉ Session2010 Summer Literacy Workshop

Presented by:Dr. Karin Keith, LaDonna Boone, and

Nancy Miles

What is CAFÉ?

4 research-based components critical to reading

• C – Comprehension• A – Accuracy• F – Fluency• E – Expand Vocabulary

CAFÉ Definitions and GoalsDefinition Goal

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)

Weighted Literacy Block150 minutes: 2 ½ hour Literacy Block

Monday Tuesday Wednesday Thursday Friday

8:30-10:00 a.m.

Whole Group CAFÉ

Whole Group CAFÉ

Whole Group CAFÉ

Whole Group CAFÉ

Whole Group CAFÉ

Individual Conferencing

Guided Reading GroupsDaily 5 Independent Activities

Individual Conferencing

10:00-10:15 a.m.

Word Work Word Work Word Work Word Work Word Work

10:15–11:00 a.m.

Writer’s Workshop

Writer’s Workshop

Writer’s Workshop

Writer’s Workshop

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?

– 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

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

• Focus on literacy skill

• Clustered based on literacy goal

• Shorter term

• Daily 5

• Assessments

•Focus on reading level

•Formed based on ability to decode

• Longer term

Strategy group Guided Reading group

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

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!”

“F” is for Fluency . . .. . . 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!

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

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.

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

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

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

“E” is for Expand Vocabulary

Listening

ReadingWriting

Speaking

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

Explicitly Teach Vocabulary

Knowing the meaning of words can help frontload fluency & support comprehension

Example: “Jam”

CAFÉ video

• Whole group lesson – Expand Vocabulary

• Turn and Talk

How to Expand Vocabulary

Voracious reading – before, during, after

• Integrate with activation• Relate to prior knowledge• Teach within context• Actively involve students

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

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