Chapter 7
begins with a story about a hairstyle. This certainly had my attention! It was using the image of an old hairdo to
discuss how many years of making do with a ‘spray and pray’ method of doing
hair had resulted in years of damage.
The sisters
mention the ‘spray and pray’ method of teaching reading groups that they had
done over the years. Grouping kids in levels and not getting the chance to work
on the strategies that each individual child needed assistance with.
The
strategy groups is the part of the CAFÉ program that most teachers find
challenging. (It’s not just me!)
Even if
students are on the same level and grouped accordingly, they still have
different needs. Grouping them in strategy groups ensure the students can work
on the specific strategy they need assistance with.
Strategy
groups are fluid. Students are moved in and out of groups regularly; with
students on similar or different levels.
How do I structure and manage a Strategy
Group?
· Assess and confer with each student.
· Have Daily 5 up and running smoothly.
· Don’t feel the need to rush strategy
groups as it is more important to have daily whole class instruction to ensure
students understand the CAFÉ strategies before the Strategy Groups start.
How do I use the Strategy Groups Form?
· At the end of 4-6 weeks and all
students have been assessed; Strategy Groups are ready to start.
· To launch a strategy group, students
are asked to come to the meeting area with their book boxes (or bags).
· Students take out a text they are
using and begin quietly reading aloud.
· The teacher listens in, similar to
individual conferences to see whether they are using the strategy.
· After 30-60 seconds, the teacher
stops the group and reinforces the group’s goal.
· On the first day of the small group,
the teacher models the correct way to use the strategy.
· The goal is then reinforced.
· After this the students can leave to
practice on their own or work with a partner.
· The teacher then plans when the group
is going to meet next.
· Students can be in more than one
Strategy Group.
Strategy Groups in Action:
What does a Typical Morning Looks Like?
· Literacy block starts with a whole
class read-aloud and strategy lesson from the CAFÉ menu.
· Names of the students in the first
strategy group called.
· Check-in for Daily Five so that the
other students are set for independent work.
· Age of the students is the
approximate number of minutes they can sustain higher-level thinking with group
instruction. (7 year olds=7 minutes, 12 year olds=10-15 minutes)
· Students released after lesson is
completed and practice with a partner or individually.
· Teacher gets Pensieve and for the
rest of the Daily 5 time they have 3-4 one –on-one conferences.
· The next round of Daily Five starts
in 20-30 minutes and it follows the same structure of the first.
· Infants usually have 2 rotations,
Primary have 3.
My thoughts
I have yet
to start Strategy Groups and I have been very nervous about the whole idea.
Studying this chapter has given me the confidence to start them this term. The
chapter was very easy to read and the step by step instructions on how to
implement the Strategy Groups is foolproof in my opinion.
It was
interesting to see what the sisters had mentioned about the number of minutes
children can sustain higher-level thinking with group instruction directly
correlating with their age. It makes sense and is great to think about in the
classroom on a daily basis.
Questions
1. Who is using Strategy Groups in the
classroom? Are your students progressing and changing groups regularly?
2. How are your Strategy Groups
different to Reading Groups you may have used in the past?
3. Is anyone else completing two Daily
Five rotations daily, similar to the ‘Typical Morning’ suggested by The Sisters
in Chapter 7? If so do you have any comments or suggestions?
Georgia