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Copy of Cafe and Daily 5: Individualizing Instruction for TAG Identified Students

NCIIA/Epicenter student ambassadors Program http://epicenter.stanford.edu/student-ambassadors-program
by

Kaitlin Scholl

on 29 April 2014

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Transcript of Copy of Cafe and Daily 5: Individualizing Instruction for TAG Identified Students

Surprises!
Cafe and Daily 5: Individualizing Instruction for TAG Identified Students
But about
connecting
with your audience
The Daily 5 is more than a management system or a curriculum framework - it is a structure that helps students develop the daily habits of reading, writing, and working independently that will lead to a lifetime of literacy independence.
What is Cafe and Daily 5?
Goal-setting/Planning
Assessment
CAFE: Instructional component

C: Comprehension
A: Accuracy/Awareness
F: Fluency
E: Expand Vocabulary
What does CAFE instruction look like?
Large group mini-lessons based on Common Core Standards
What does CAFE instruction look like?
Small targeted strategy groups or reading groups based on individual goals
What does CAFE instruction look like?
One-on-one goal-setting conferences to monitor student progress
Tracking Student Progress
-"Pensieve," or binder containing conference notes/observations.
-"Online Pensieve" - digital version. Excellent for sharing data with parents!
What is CAFE and Daily 5?
Daily 5: Management component to support and develop independence and stamina. Allows for teacher to meet with individuals or small groups.
Read-to-Self
Read-to-Someone
Work on Writing
Work on Spelling
Word Work
Okay..that's great. But why aren't additional services offered for students identified TAG in the areas of Language Arts?
Ease of differentiated instruction in
language arts vs. math
MATH
Primarily whole group instruction
Following Math Expressions with fidelity
Little time during the 60-minute time frame for individualized instruction
Students individual needs are best met outside of the regular math block (during Core Explore/RTI)
LANGUAGE ARTS
Balance of whole group, small group and one-on-one instruction
Standards-based vs. program-based
90 minute block & Daily 5 structure allows time and flexibility for individualized instruction
What might my child's literacy block look like?
Varies from classroom to classroom depending on your student's grade level.
Example: Fifth Grade Literacy Block


9:05-9:20
9:20-9:45
9:45-10:00
10:00-10:20
10:20-10:35
Creative free write/grammar instruction/weekly letter
Whole group writing lesson
Daily 5/Writing Conferences
Whole group reading lesson
Daily 5/Reading Conferences/Small Groups
Proving the Effectiveness of CAFE and Daily 5 for TAG Identified Students: Student Samples
Student Information
Identified TAG in Language Arts
10 year old girl
Goal: Expand vocabulary and develop an interesting lead for a narrative piece.
Received no additional LA services/support
TCAP Growth Score
Writing: 99
Reading: 99


Proving the Effectiveness of CAFE and Daily 5 for TAG Identified Students:
Student Samples
Student Information

10 year-old female
Identified TAG in Language Arts and Math
Attended 6th/7th grade math at Angevine
Received no additional LA services/support
TCAP growth data:
Math: 80
Writing: 95
Reading: 85
The next day, she ate small scraps of food trying to conserve as much as she could. Snow swirled her and the bitter cold wrapped around her feet as she ran. As she ran through a dark, cold, damp ally she found eyes filled with fear staring up at her. Slowly, she got closer, finding a filthy dog, scared and hurt. Quickly, she grabbed a thick rope from her bag and tied a loop in it. Then, Ayla slipped it around the worried dog’s neck.

“It’s ok, I'm not going to hurt you,” she whispered.
Ayla slid down the wall and sat down by the dog. She gently ran her fingers through the dogs fur; under layers of dirt she found grey fur. Ayla decided to call her Sky. She felt stronger now that she had a companion by her side. Ayla grasped the rope tightly and for a while they spent days running and nights hiding. Then, one day she was walking through a neighborhood when a girl called out hi to her. Ayla looked up at the girl who was wearing bright blue jeans and a sparkling shirt and back down at her tattered jeans and beat up sneakers.
There was a perfect blanket of snow covering the streets of Maine. Ayla stared out the frosty window wishing she could go outside and be alone or with her parents again in their little house drinking hot chocolate and eating cookies by the warm fire. Tears trickled down her face as she thought of being with them. Ayla sat patiently waiting for the other girls in her room to wake up, even though she desperately wanted to go downstairs, though she knew she would get punished. So she sat there and waited, and sat there and waited some more until an hour had passed and she couldn’t take it any longer. She crept down the creaky wooden stairs quietly, tiptoed through the hall, and stepped out the door into the snow shutting it silently behind her. Ayla would have been out there for more than five minutes if it wasn’t for the security camera guarding the front door. Mrs. Resmen (the orphanage director) crept outside just as secretly as Ayla. Then, she grabbed Ayla’s arm and pulled her inside.

“You are not to go out of your room until I tell you,” Mrs. Resmen yelled.

“I- well-I just wanted,” Ayla struggled to find words as she tried to get out of Mrs. Resmen’s arms.
“Get back to your room,” she demanded.
Goal: Add details that contribute to the tone or mood.
Goal: Use dialogue purposefully and thoughtfully to show more information about your characters.
Goal: Use descriptive details thoughtfully and purposefully to reveal more information about your characters
Instruction
Observation/Feedback
2012-13 TCAP Median Growth Data for TAG Identified Students
4th Grade
Reading: 70
Writing: Unavailable

5th Grade
Reading: 71.5
Writing: 69
Growth score of 50: 1 year's growth
TAG students are making 1.5-2 years growth with Cafe and Daily 5 structures in the mainstream classroom
Full transcript