Here we go with Chapter 3! We are getting into the good stuff (the stuff we teachers really want to know). :-) I can't wait to set up my CAFE board for the beginning of school! Putting the bulletin board up marks the very first step of implementing the CAFE in the classroom. I need to remember to put it somewhere at 2nd grade height, leave it empty except for headings, and possibly that the Sisters recommend a 5ft.x5ft. bulletin board (referring to "the Sisters" is kind of weird. It reminds me of nuns!). :-)
I think when I set up my binder, I'm going to make sure to have the highlighted/bolded copy of the CAFE menu as the first thing in my binder as a guide for which strategies are introduced in the primary grades.
|This is the CAFE Board featured on the 2 Sisters' website, thedailycafe.com|
When setting up the CAFE board, I need to include each letter/word with it's definition:
- Comprehension: "I understand what I read"
- Accuracy: "I can read the words"
- Fluency: "I can read accurately, with expression, and understand what I read"
- Expand Vocabulary: "I know, find, and use interesting words"
Under each heading is a space where students can put their sticky notes with their names on them, declaring their current literacy goals. Below that is space where we will add reading strategies all year long.
The first few strategies that Boushey and Moser suggest teaching are:
- Check for Understanding (Comprehension)
- Cross Checking (Accuracy)
- Tune In to Interesting Words (Expand Vocabulary)
- Back Up and Reread (Comprehension)
From Whole-Class Lessons to Individual Conferences: Assessment to Instruction:
According to The Sisters, this involves seven steps:
- Assess Individual Students-in my classroom, this will occur as I complete DRA testing on each student. The idea is to determine each student's reading strengths and areas of need.
- Discuss Findings with Student-Ask students to tell you about themselves as a reader, then share what you, the teacher, noticed about their reading. With the student observing, record their strength on their reading conference sheet.
- Set Goal and Identify Strategies with Student-Together, the teacher and the student, look at the CAFE menu strategies and set a goal, making sure to only focus on one or two strategies at a time. I like that they assure you that if you "make a mistake" you can adjust the strategy the next time you meet with that student.
- Student Declares Goal on Menu-The student writes his or her name on a sticky note and places it under the correct heading on the CAFE board.
- Teacher Fills Out Individual Reading Conference Form-On the student's Reading Conference form, the teacher writes the child's name, strengths, and goals. This is done (alone with #6) while the student is declaring his goal on the CAFE board.
- Teacher Fills Out Strategy Groups Form-Next we fill out this form, creating a new one if the student does not fit into an existing strategy group (other students may be added later as they are found to need work on the strategy). If the strategy group already exists, the student's name can simply be added. To end this, we ask students to restate their goal for us, helping them if they need it.
- Instruction-Once assessment has been completed, instruction, based upon student needs, may begin.
I'm looking foward to Chapter 4. I'm excited to discover the principles of conferring with children and see some examples. SO glad I picked up this book and started reading!!!