CHAPTER 6 - Whole-class instruction

This chapter gives an insight into how the sisters implement whole class strategy lessons which typically in a primary classroom occur three times each day. These include one strategy from Comprehension, one from Accuracy and one from either Fluency or Expanded Vocabulary.

Gail and Joan realised through their vast teaching experience that they needed to move towards mini- lessons in literacy workshops because they fit so well  with what brain researchers say about the limited attention spans of students in whole class settings. Short bursts of instruction with practice in different texts produces a more effective and successful program for students. In the process of teaching a new strategy, reference is given to reteaching, reinforcing and helping students see new possibilities for how the strategies might help them as readers.

“The structure of the Daily Five allows us to purposefully and effectively focus on the needs of our readers. The CAFE Menu helps us intentionally teach strategies that will help students achieve their goals.” (pg 88)

The first four strategies the sisters consistently introduce to the whole class during the first day of school (as mentioned in Chapter 3 and in my opinion seems a lot to tackle on day 1 of the school year) are

1. Check for Understanding
2. Back Up and Reread
3. Tune In to Interesting Words
4. Cross Checking

Following these lessons, new strategies are introduced based on assessment, age, revisiting and reteaching.

Sequence of the strategies:

The sisters have listed the strategies on the CAFÉ menu in roughly the order they are introduced. Strategies near the bottom of the Comprehension column are usually not used with primary students. (not sure of what the UK class as primary students) It is perfectly appropriate to follow the sequence, alternating between columns to provide a good balance. As teachers gain experience, they generally will gain a sense of what needs to be retaught, how the strategies work together and what techniques work best with their own students.

“We are always trying to find that balance between following the leads of our students and making sure we move through the prescribed curriculum so that we’ve tackled every skill.” (pg 90)

Lesson Elements for Whole-Class Lessons:

An explicit example is given in this chapter for the teaching of the Accuracy strategy Flip the Sound. This models how the following steps/ elements are systematically used when teaching any strategy.

1. We identify what is to be taught, and share the “secret to success” with the strategy.
2. We teach the strategy.
3. Students practice with partners.
4. We select a student to write and illustrate the CAFÉ Menu strategy card (the first time it is taught).
5. We review the strategy.
6. We encourage practice during independent reading times.
7. We post the strategy after independent practice (the first time it is taught).
8. We continually connect new strategies to strategies already on the CAFÉ Menu board.

Some other sample lessons are given in this chapter as examples of whole-class instruction which teach the strategies of

1. Comprehension- Infer and support with evidence using a very fun inferring game
2. Comprehension- Summarise text including the sequence of main events
3. Expand Vocabulary- Tune in to Interesting Words
4. Fluency- Read appropriate-level texts that are a good fit.

This last lesson is an absolutely brilliant lesson where children are taught about good-fit books using the analogy of shoes. Just as our shoes must fit a purpose to be successful so must the books we read fit our purpose and interest.

What did you make of this chapter?

Do you have examples of your own lessons you could share with us?

Gilllian