Cafe pss part 2

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Fall 2010

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Cafe pss part 2

  1. 1. The CAFÉ Book- Session 2 Presented By Alyssa MacIsaac
  2. 2. Assessment
  3. 3. From Assessment to Instruction 1. Assess student- Use reading records, check for concepts of print, and/or check for fluency. We are trying to figure out each child’s strengths as a reader, and their greatest area of need. 2. Discuss findings with student- After assessing a child, always begin the discussion of what we learned from the assessment with “Tell me about yourself as a reader”. Then, in front of the child, we write what we have noted as their strength in our Pensieve, under the Strengths heading on the conferring sheet for that child.
  4. 4. 3. Set goal/identify strategies with student- Dialogue with student “One of the areas I am going to help you with to become a better reader this year is….” We then turn to that child’s section in the Pensieve, which includes a copy of the CAFÉ menu and a goal sheet. We look together with the student at the list of strategies on the CAFÉ menu and decide together on a next step.
  5. 5. We concentrate on only one or two strategies at a time in our conferences. We choose a strategy for and with the child based on our best sense at the moment of what they need. One of the strengths of setting goals with children that they work on over a period of time is that is saves time in conferences. Instead of taking time during each conference with a child to come up with new goals, the child begins with knowing he or she is working on developing fluency, or on expanding vocabulary, etc.
  6. 6. 4. Student declares goal on menu- The student takes a sticky note from the small basket we bring to conferences. We have students write their names on sticky notes and place them under the goal headings. 5. Teacher fills out individual conference form- While the child is placing their sticky note on the menu, we go to the conference form and write the child’s name, strengths, and goals. This form will help us keep track of our individual conferences and coaching sessions with each child.
  7. 7. 6. Teacher fills out strategy groups form- We ask ourselves, “Is there anyone else we have assessed who needs this same goal and strategy?” If there is, we add this student to that group. If there isn’t, we start a new group. 7. Before the student leaves, we ask them to articulate their goals yet again. 8. Instruction- Once we assess each child, we are ready to instruct, with the instruction truly being guided by each child’s individual assessment. Video of assessment area: Assessment area
  8. 8. Conferring
  9. 9. Conferring With Students The reason we confer with students is to help them work towards individual goals. The goals come from the assessments at the start of the year or previous conferences, and they become the focus of each conference with the children. The forms and conference structure enable us and our students to look beyond the moment to the concrete, practical steps that can be taken today, tomorrow, and this week to move students forward as readers. The conferences are set up to take only about 5 minutes.
  10. 10. Conferring With Students In conferences, we’re helping students become comfortable with words that describe their reading processes as they think about what it means to read and make progress as a reader, and those words aren’t much different from the ones adults use. This becomes the language our classroom community shares as we talk about literacy. Note: *Once you’ve seen them demonstrate a strategy four or five times, they are ready to move on to a new strategy.
  11. 11. Elements of Successful Conferences 1. Check calendar for appointments- The first thing we do when we’re ready to start conferring for the day is open the Pensieve and check it for scheduled appointments. On any given day, there are usually only two or three children we must confer with. If we don’t have any appointments or have already met with the children listed, we can look at our Keeping Track form to scan for children we haven’t met with for a while.
  12. 12. Elements of Successful Conferences 2. Prepare for the conference- After deciding who you will meet with, open the Pensieve to that child’s section of the notebook to see what we did with them the last time we met. Look for the following information: What was our last teaching point? What was the follow-up that the child should be working on between conferences? Focus simply on the last conference, not poring over notes from previous conferences.
  13. 13. Elements of Successful Conferences 3. Observe child and listen to reading- Go to the child to confer, wherever they are working. Ask if you can listen to their reading. While we’re listening to the children read, we’re seeing whether they are applying the strategies toward a goal we worked on in the previous conference. We’re very focused on those one or two strategies they have declared as being of value in helping them reach their goal or goals.
  14. 14. Elements of Successful Conferences 4. Reinforce and teach- What is the one thing we should teach this child today? You may continue with the same goal and strategy, or you might adjust it based on what you’ve observed thus far. We always begin by telling children what we’ve noticed about them as a reader. Then we teach by giving an explicit explanation of a strategy and modeling it for them. The guideline for this is about one minute.
  15. 15. Elements of Successful Conferences 5. Practice the Strategy- After we’ve met with a child and reinforced the goal and strategy, or taught a new one, we observe him or her practice. This lets us know whether the child really understood what we’ve taught. This should only take about a minute. We can also notice if we may want to teach a certain lesson to the whole class or to small groups, if the same issues are emerging with multiple students.
  16. 16. Elements of Successful Conferences 6. Plan- Decide and agree together what their next step will be. Talk about when you will meet with them next. If they need considerable support, plan to meet with them again the next day or as soon as possible. Mark the appointment on your calendar. This steps only takes about 30 seconds. All children are expected to work independently between conferences on a particular skill or strategy.
  17. 17. Elements of Successful Conferences 7. Encourage- Always take a moment to pause with students and savor their growth.
  18. 18. What Do They Look Like? What Do I Write In My Notes? CAFE - Conferring Notes (VIDEO) Conferring About Inferring: CAFE - Inferring with Connor as he talks about his book (VIDEO) Writing Conference: CAFE - Writing Conference Increases Independence (VIDEO)
  19. 19. Whole-Class Instruction
  20. 20. Whole-Class Lessons Are: Brief Frequent Focused Driven by our assessments, one-on-one conferring, and small group observations Followed up by practice
  21. 21. Whole-Class Lessons Elements: 1. Identify what is to be taught. Tell them exactly what they need to do to succeed with this strategy. 2. Teach the strategy. Anchor it to a picture book, chapter book, or chart paper. Model, reinforce, or explain the strategy for one to five minutes. 3. Practice with partners or “Turn and Talk”. Listen and observe closely. Did they get it?
  22. 22. Whole-Class Lessons Elements: 4. Select a student to write and illustrate the CAFÉ menu strategy card if it’s the first time it’s been taught. 5. Review the strategy. Anchor the strategy back to the CAFÉ menu. Reiterate why we use the strategy and usually repeat specific reading situations where the strategy is most useful. 6. Encourage practice during independent reading times. Video: Expand Vocabulary- Use a dictionary
  23. 23. Strategy Groups
  24. 24. Strategy Groups Are: Focused on each child’s needs. Not based solely on reading level. Kept track of in the calendar. Fluid/flexible- Students may be moved in or out of groups all the time. Varied in frequency based on needs. Very similar in structure and format to individual conferences. Not started until all children have been assessed and conferred with individually. (Likely to start in early to mid-October) Video: Fluency- Adjust Reading Rate
  25. 25. A Few Last Minute Things: Under each goal, the top 4, 4, 3, 3 strategies are the ones most used. Sign up to ProTeacher!!!!

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