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Transcript of CAFE Training
Language Arts TEKS
Structuring & Managing
CAFE involves a series of strategies that help develop:
It includes goal-setting, posting goals, developing small group instruction, and focusing whole-class instruction on emerging student needs.
All strategies are described on pgs. 154-190.
Find your own recipe for success.
Read a picture book to teach each strategy.
Launching CAFE - First Day
1st strategy Check for Comprehension - pg. 30
Accuracy - MSV
2nd strategy Cross Checking pg. 35
3rd strategy Tune in to Interesting Words pg. 36
We are modeling reading with fluency with our read aloud.
4th strategy Back up and Reread pg. 38
CAFE is supported with research. It offers a way for teachers to make teaching decisions based on data. Teachers are able to diagnose students' strengths and needs as readers and design a path of instruction and practice for students.
How does the Daily 5 and CAFE support the Language Arts TEKS?
Match the CAFE strategy to the ELAR/SLAR TEKS. Purpose is to see how the CAFE will support the TEKS.
Bulletin Board (5x5) low for students, large to add
Allow for a blank sheet below each heading to place names of students working toward that goal.
Teachers should constantly refer to the bulletin board in order for students to use it as well.
Allow a student to write the strategy on the card. It promotes ownership and allows the teacher to have another expert other students can ask for help.
Calendar, Keeping track form, Strategy Groups & Instruction Form, Reading Conference, Writing Conference
1. Assess individual student
DRA/EDL; Tejas Lee; Running Record; MAP
2. Discuss finding with student
Compliment on positive behaviors - strengths
Use CAFE language
3. Set goal and identify strategies with student
Identify an area they will work on
Look on the CAFE menu together and find a strategy
Concentrate on 1 or 2 strategies at a time
4. Student declares goal on menu and in notebook
Older students can mark their goal in their reader's notebook pg.44
5. Fill out individual Reading Conference form
6. Fill out strategy groups form
Students must read books they can read. Reading books that are too difficult will only frustrate them as well as reading books that are too easy will not challenge students. (Betts 1946)
The more effective classroom has a distribution of whole-class, small-group, and side-by-side instruction. (Pressley, Taylor, Pearson, Clark, & Walpole (2000)
The more whole class teaching, the lower the academic achievement. (Pressley et al 2000)
Dr. Mario Campanaro
Use higher level thinking skills
What am I trying to accomplish?
What strategies am I using?
How well am I using the strategies?
Am I making meaning?
Model think alouds
Teach more than one strategy
Give students time to reflect on their learning
Have a purpose for reading
Professor at Texas A&M
Conducted research in the areas of reading comprehension, meta-cognition, and professional development
Seven Elements of
1. Check the Calendar for Appointments
2. Prepare for the Conference
Review previous notes
3. Observe the student read - go to the student
Make any notes on the Individual Reading Conference form
4. Reinforce and Teach
Do we continue with the strategy or give another one?
5. Practice the strategy
Should have 4-5 touch points demonstrating the strategy
Group students by strategy rather than by reading level
Students will move in and out of the group
1. Listen to all read their books
2. Reinforce the group's goal and model the strategy for them
3. Students practice their strategy
4. Decide if they need to practice on their own or with a partner
5. Plan when to meet again
We can reach 4-5 students with the same strategy.
It helps us reinforce the individual conferences
Students can partner up and support each other on the same strategy