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Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
Cafe PSS
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Cafe PSS


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Fall 2010

Fall 2010

Published in: Education
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  • 1. The CAFÉ Book
    Presented By Alyssa MacIsaac
  • 2. Comprehension
    Expand Vocabulary
  • 3. We know we need to be conferring one on one, so…..
    • How do we keep track of who we’ve conferred with
    • 4. How do we keep track of what we’ve conferred about and,
    • 5. What exactly do we confer about?
    **Our assessments should be informing our instruction!
    Any assessment is only as good as the action that arises from it.
    In this age of accountability, we need records that document how we are assisting each child with exactly the skills and instruction he or she needs, even as our classrooms grow more diverse.
  • 6. What is CAFÉ?
    It is 3 things:
    • A structure for conferring
    • 7. A system for tracking growth
    • 8. A guide for instruction
    It is used for:
    • Assessing
    • 9. Understanding and synthesizing data
    • 10. Making decisions for instruction based on data
    It provides a vocabulary that teachers and students can share as they work together, set goals, and document learning and growth.
  • 11. But most of all, it is intense, explicit teaching and scaffolded support with the students, developing them as strategic readers no matter what text they pick up.
    We are also teaching children to look more closely at where they are now as readers, and where they might go tomorrow, or over the next week, in working on skills. So many of the conference protocols we’ve seen look at what children are reading at the moment, or ask them to talk about their whole life as readers. With
    CAFE, we’re looking at days and weeks, rather than moments and years, to help children become more independent in tracking their progress and taking responsibility for it.
  • 12. A Note About Instructional Fairness:
    Fair doesn’t always mean equal!
    Fair should mean working in ways that evens out differences between students. By offering greater amounts of instructional time with the poorest readers in your room, teachers can reduce the amount of attention as those children develop better reading skills.
    (Richard Allington)
  • 13. Core elements of CAFÉ:
    The teacher keeps a notebook with a few key record-keeping forms, including a calendar, individual student conference forms, and strategy group planners.
    Children meet with the teacher during literacy workshop conferences to be assessed, receive focused, explicit instruction, set goals, and then follow up on progress. The teacher keeps track of progress on the goal sheet in her notebook and schedules the next conference on her calendar, and the child posts his or her goal on the class CAFE chart.
  • 14. 3. The teacher plans small-group instruction based on clusters of students with similar needs in one of the CAFE categories. These groups are flexible, based on needs rather than reading levels. Often the teacher meets with groups of
    children who are reading different books at different levels, but working on the same skill (e.g., fluency or expanding vocabulary).
    4. Whole-group instruction is based upon needs that emerge for many children, often using texts from whole-class read-alouds or other shared materials.
  • 15. The Pensieve
    Joan’s tour of the Pensieve
    Pensieve or Conferring Notebook
  • 16. The Pensieve
    Section 1:
    Organizing and Planning Our Time
    • Calendar- Use to keep track of appointments with each child. Raises accountability for teachers and students. Gives you more focus on what will be accomplished day by day.
    • 17. Keeping Track Form- The goal is not to meet with each child an equal number of times but to ensure that each child’s needs are met. It is also a check to see that no children that may need support are missed.
  • The Pensieve
    Section 2:
    Strategy Group Planning
    • Strategy Group and Instruction Form- At the completion of each individual assessment, you turn to this section and see whether or not any other students we have already assessed need support with the same strategy as the child with whom we are working.
  • The Pensieve
    Section 3:
    • Reading levels
    • 18. Any information you need to track their progress
  • The Pensieve
    Section 4:
    Tabs for each child
    Includes in each section
    • CAFÉ menu
    • 19. Reading conference form
    • 20. Writing conference form
    • 21. Or can use conferring sheet with icons
    Forms have spaces to record the child’s current strengths and goals, any instruction you’ve provided to help the child meet the goal, and what you’ve observed with the child related to the goal.
    • Personal goal sheet for older students
  • Assessment Box
    Once the sheets are filled up, they can be transferred to assessment box.
    This can be done at the end of each reporting period.
  • 22. Launching CAFÉ
  • 23. Begins with putting up the bulletin board:
  • 24. Bulletin Board
    • It has to be in a space low enough for children to access it, and it has to be large enough to be added to as the school year progresses.
    • 25. At the start of the year, there are no strategies on the board.
    • 26. Each heading has a brief definition under it.
    • 27. Underneath each heading is a blank rectangular sheet of paper awaiting students’ handwritten names on sticky notes.
    • 28. Below the blank rectangular sheet for goals is another, larger blank area that students will fill throughout the year as we teach new skills and strategies under each of the four headings.
  • First Day- Lesson 1
    • Begin with a read-aloud of a picture book to teach the first strategy, Check For Understanding.
    • 29. Use script on pages 30-34.
    • 30. At the end of the book, we pull out a blank strategy card from the holder next to the CAFÉ board. We write the words on the strategy card in front of the students, and post them under Comprehension.
    • 31. We then introduce the CAFÉ menu board to them.
    • 32. We will reinforce and refer to this strategy repeatedly through the first days and weeks of school.
  • First Day- Lesson 2
    • Read-aloud of another picture book to teach the second strategy, which will go under a different heading on the board.
    • 33. Use script on pages 35-36 to model again the Check for Understanding Strategy and to introduce Cross Checking under Accuracy.
    • 34. At the end of the book, review the two strategies. Then we pull out a blank strategy card from the holder next to the CAFÉ board. We write the words on the strategy card in front of the students, and post them under Accuracy.
  • First Few Days
    Over the first few days, the first four strategies that will be taught, modeled, and reinforced will be:
    • Check for Understanding
    • 35. Tune In To Interesting Words
    • 36. Back Up and Re-Read
    • 37. Cross Checking
    Constantly go back and anchor students to the CAFÉ menu board by pointing to the strategy card as you use it.
    Ready reference forms are in back of book for each strategy.
  • 38. Moving It Into Partner Reading
    Watch this video which demonstrates how you could use partner reading to model “Check For Understanding”:
    CAFE - Check for Understanding - Whole Group Lesson (VIDEO)
    **Start at 1:30
  • 39. Parent Information
    It is important that parents understand the language and strategies you will be using so that they can reinforce them at home.
    Begin by having students explain to parents how they understand what they have been learning at school.
    Then you can send home:
    • Parent newsletter
    • 40. Parent Pipelines