The purpose of this chapter is to provide a detailed step-by-step explanation of how to implement CAFÉ. The clearer our understanding of why we do what we do and how to do it, the greater success we are likely to have.
Chapter 3 is the first really meaty chapter in the book. Because it talks about an implementation process, my encouragement would be to read and reread it. There is so much detail and direct speech, it would not be possible to do a just summary without copying everything verbatim.
Day 1
1.
1st Read-Aloud – Whole-Group Strategy Lesson 1 –Check for understanding : This is always the first strategy taught because reading is about comprehending and making meaning in the process.
2.
2nd Read-Aloud – whole Group Strategy Lesson 2 – Cross Checking: Used when trying to read the words of a book.This is especially important when students are tackling new or unfamiliar words.
3.
3rd Read-Aloud – Whole-Group Strategy Lesson 3 – Tune In to Interesting Words: The key thing during this time is tuning in to interesting language and expanding vocabulary. The purpose is not to define the words.Day 2
Whole Groups strategy Lesson One – Back Up and Reread:Using this strategy successfully requires for the students to really pay attention to what they are reading in order to think about the meaning. It may also involve enunciating the words clearly.
Note:
Teach the strategies cumulatively referring to the ones taught with each new reading. As Gail and Joan say, keep using the menu metaphor. That way, students understand that they use a variety of strategies when they read, not just one.
Another important thing is to constantly refer to the menu bypointing to it or touching it as you teach and review the strategies. This way the CAFÉ display becomes something that the students have a background knowledge of andpersonal experience with.
From Whole Class Lessons to Individual Conferences( aka – Assessment to Instruction)
The seven steps as indicated in fig 3.2 (pg 39) are:
1.
Assess individual student.
2.
Discuss finding with student
3.
Set goal and identify strategy with student
4.
Student declares goal on menu and in notebook
5.
Teacher fills out individual reading conference form
6.
Teacher fills out Strategy Groups form
7.
Instruction
What are the key ideas or thoughts that really resonated with you as you read chapter 3?
If you have already implemented CAFÉ , what helpful hints or ideas would you provide to others in our specific environment?
15 comments:
These are the start of some fabulous strategies upon which to build. The ones mentioned- Check for understanding and Back up and reread, I come back to again and again. The modelling of these strategies is important and its an important process to discuss them students as you go. All of the strategies incorporate a visual or kinaesthetic cue which help students to remember them. Conferencing with students on these strategies, helps them to practise them, particularly when you point out that this is an area that you had noticed where a student could use it in their reading.The steps to assessing students is so helpful and students love the conferencing.
Kate
I agree with Veronica that this is a "meaty" chapter. I've taught my class a number of the CAFE strategies, but like Kate these 4 strategies mentioned are probably the most used in my classroom. I have found the kids particularly enjoyed the "cross-checking" strategy and it's hands on actions.
My class have really enjoyed "tune into interesting words" and this is an excellent strategy particularly for my stronger readers. I've noticed kids love to skim over those unfamiliar words and this strategy really helps them to stop and think about new words.
I originally began my year with a floor area near my CAFE menu board so that when we did CAFE strategies we would sit there and refer to the board as we learnt new strategies. I've slacked off with moving the class to a new area when we do this learning session and this chapter has reminded me that this could be a good idea to make the learning more memorable.
Lisa
Wow this really is a very practical and well presented chapter showing how simply four strategies can be presented. As to the pace, four strategies in the first two days of school seems huge but the "sisters" obviously have put this into practice and think this is a suitable and appropriate way to do it. I think some consideration would need to be given to the age and reading experience of the class.It would be great to trial this pace and test it's effectiveness.
I love how well the "sisters" have monitored what information is given out about the cafe menu board and at what time. For example when the first strategy is introduced in the area of comprehension, there is no further explanation of the other headings in the cafe menu at that time so as not to inundate the learner.
The concept of the menu with the constant reference to a menu in a restaurant is brilliant. It really grounds the concept of selecting different reading strategies which work together with others at particular times just like we select various food items to eat at one dining experience.
I love the idea of teaching a strategy using a kinaesthetic approach. The simple questions of Does it look right? Does it sound right? Does it make sense? have been around for decades but the use of these questions with a simple arm/ body action will really aid the chilren's memory and use of this strategy. Very simple but very effective.
Lastly as a side issue- Has anyone ever noticed how good quality literature appears to be vastly different from country to country? When I looked through the "sister" suggested titles for picture books you could use to model the various strategies I didn't recognise a single title.
Yes, Gillian! i noticed the same thing. I felt that the clear, direct wording they use in their instruction and the anchoring to the chart through hand movement was an important feature. I've noticed through my teaching experience that a teacher's language is very important when delivering instruction and I like how they have scripted this instruction. Naturally, different teachers may choose to vary their delivery somewhat, but I think this could be a helpful feature if you did decide to follow their 'script' fairly closely. I also think the developing of a community language about reading is such a crucial feature here.
Every chapter of these two books that I read makes me wonder with greater consternation why this material isn't yet in our uniiversity literacy material for teaching degrees!
I found the ordering of what to teach helpful when starting the new year. It was so well structured and made for a really fruitful learning time, especially in the first few weeks of school. Where in past years the start of the year always seemed to be teachers and students finding their feet for the first few days, this program enabled us to get straight in to quality learning.
I find continually referring to the strategies on the board has really helped all my little ones learn the correct language and it is wonderful to hear them talking about reading 'strategies' during Read to Someone or during individual conferencing time. The students are really getting a clear understanding of the variety of strategies and I sometimes overhear them talking to their friends about checking for understanding or telling them to back up and reread. In the beginning I had too many strategies on the board and found this overwhelming for both the students and myself so have removed some and have found this to be much more effective. Wil be reintroducing Tune in to interesting words over the next few weeks so students have further opportunities to expand their vocabulary.
This morning's show was a great catapult into 'tune into interesting words'.
@Michelle: I used an amazing picture book at the beginning of the year for "tune into interesting words". Pandamonium by D. Crisp and M. Chambers, lots of interesting words in there.
Can I brag for a moment and say when I was reading with a few students this week, and asked them at the end "is there a strategy you would like to work on to improve your reading", I was blown away by their responses! One little girl said, "I would like to work on chunking the sounds together because this will help me with tricky words." Proud teaching moment that shows the effectiveness of CAFE :)
True, true Gillian. I think many books, especially those aimed at younger readers, closely relate to the culture of where they are written. This might be because the children do not yet have an appreciation of other cultures and cannot adequately relate to stories from elsewhere. I think we should try and sample a few of those titles. I will look them up at the local library .......
Go Lisa! That must have been a proud moment indeed. It certainly puts the student in the driving seat of their learning when they can identify what they know and what they need to do to progress. And hats off to you. Evidently, you are doing a fantabulous job!
I love that “the sisters” give practical step by step lesson plans to introduce CAFÉ. I agree with Mrs. Farmer introducing four strategies on the first two days of kindergarten might be a bit much to take in. However on the other hand it may work.
I think my students are going to really enjoy the individual conferencing time, as they love working one-on-one.
I like the idea of reading with your class a picture as well as an ongoing chapter book. I wonder if reading a chapter book to kindergarten will work? Does anyone have or know of any good chapter books that would be suitable for a kindergarten class?
Jess, I once read "The Folk of the Faraway Tree" (Enid Blyton) to my Kindy class and got them to lie down and "make a picture in their head" while I read aloud. Most of them enjoyed it, however that was probably a little ambitious and did take a while to get through! I recommend something shorter with simpler language if you do decide to do a chapter book :)
I agree with the previous posts about the importance of modelling the strategies and coming back regularly. I have found that I have not been modelling these strategies as much as when I introduced them in Term 1 and need to do that more. I love the visual and kinaesthetic cues as I believe they assist not only the students, but me as well!
Gillian, yes I have noticed that the literature is very different, but may I say we have some amazing books in the library and it's more finding the time to go through them and find what suits different strategies.
Maybe if we found a book that did, we could make a googledoc and share them?
From memory, Amy made a googledoc last year including books she had suggested to her through the D5 chat on twitter?
Lisa, it sounds like you're doing an awesome job in there. Love the idea of reading a novel too, I might start that! I loved when my teachers in primary read us novels.
There was one thing that was still a mystery and I stumbled on the answer in this chapter. "The Sisters" have those little post-it notes that the students use to show which strategy they are working on. We have obviously improved on that in our own situation by using the children's photos instead. However, I wondered how students would remember what specific strategy they were working on as the strategy itself was not recorded on the post-it notes. It turns out that their older students have note books or binders with a copy of the CAFE menu. They mark their goal with a highlighter and date and are therefore able to continuously refer when they are reading. Since finding this little gem, I have been getting some of my students little post-it notes with the strategy written on them. They have then used these notes as book marks and are better able to remember what they are working on. I hope this helps someone!
Wow, loving all your comments. I have been doing some research on how to start and introduce Cafe to Kindergarten and there are some amazing teachers out there who are more than happy to share their resources. There are lots of good Blog pages as well that has heaps of useful info about starting Cafe and running with Daily five in Kindergarten. I know alot of people have already gotten well into Cafe and Daily five but thought I would pass it on.
http://pinterest.com/jnase1/cafe-and-daily-5-ideas-and-resources/ has some amazing ideas that could help Jess, Gillian and I get started on Cafe and it also has links to other bloggers who are running with Daily Five and Cafe and they have helpful hints.
Veronica, the book mark idea is great you could even go futher in making up some bookmarks for each strategy and give them to the students who are on that strategy. if that makes sence??
What a wonderful idea Kristen! I will be putting it to good use shortly. Thanks
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