Daily 5 and CAFÉ Daily 5 and CAFÉ workshopsworkshops

Daily 5 and CAFÉ Daily 5 and CAFÉ workshopsworkshops

Not back to school yet!Not back to school yet!Michelle and MaryMichelle and Mary

Good News and Bad News!

• Good News– The workshop was wonderful!

• Bad News– You weren’t there!

Public web page • www.dailycafe.com/public/398.cfm• www.dailycafe.com/public/410.cfm

• Blog about LAUNCH

Wednesday – Daily 5• Basic overview of management process and

rationale for Daily 5• Gave some tips for implementation• Highlighted difference between book and

“tweaks” they have included• Delineated differences between intermediate

and primary• Encourage adjustments within your personal

style, class climate, and curriculum.

Greatest needs for success!

• Strong professional support – The sisters had each other

• Strong administration

What the research says . ..

• READ!• Students should read 80% of the time

and receive quality direct instruction • However, students generally receive

20% reading time and 80% instruction

• – What Really Matters for Struggling Readers by Richard Allington

Brain Research: reasoning for mini lesson structure

• # of years old = – # of minutes of core instruction

– I don’t believe this hold true after 35 years of age!!!!!

Structure• 2-3 rounds (20-30min) sandwiched by mini

lessons (7-10min)• Introduce 2 components then allow choice;

continue to teach remaining components• Choice is given after 8-10 days determined by

class

• * Intermediate – build stamina to 40 mins, with 2 rounds, choice is determined between reading and writing

• Kindergarten – build stamina to 15-20 mins, with 2 rounds --- determine structure based on class and curriculum --- delete least desirable model first time

Will he/she be a better reader if they do these

things?

• As you present mini lessons, small lessons, conferring emphasize the importance and urgency

• *Kindergarten --- Only work on Read whole time and Stay in one spot as key behaviors

What do you think???• If students can’t do the task they

need a teacher.

• If students can do the task but won’t they need a manager.

Trouble shooting• Tools and contracting

Stamina – before you introduce new component make sure students have

built stamina

• Intermediate 12-14 min• Primary 10-12 min• Kindergarten 7-8

Book ShoppingYou know your class but ---

Once a week – Fridays?During conferences on as needBefore school

Read to Someone• You are in control

• Choose partners• Minimize numbers• Use randomization (pairs of cards)• Partner with stuffed animal• TEACH --- EEKK

Word Work• Use your own program

• Intermediate should incorporate with Work on Writing (first 10 minutes)

• Keep materials to a minimum --- find a storage space to help with management

Listen to Reading• Start page on website

• Computer, MP3’s , Cassette Players

ON to the CAFE• Do our assessments inform our

instruction?– Drive/ evaluate???

– How do you organize our paperwork to help us inform our instruciton?

CAFÉ Menu• Guide for instruction

• Menu in classroom is a visual aid to help student/ teaches learn to elicit reading process and strategies during each reading experience

• Don’t let your teaching go out the door!

DVD’s• We have basic DVD with CD of forms to

use for your data notebook --- pensieve1

• We also received Intermediate level– Parrs has Work Work and Leadership DVD– Other topics are available for $199 per ---

CAFÉ think abouts . . .• *Intermediate, address fluency and accuracy

in 1-1 or small group, concentrate on comprehension and vocabulary for whole group instruction

• CAFÉ menu to guide instruction but student behaviors are the key

• (4433 – primary 4224 – intermediate)• Grading – touch points with daily small group

and 1-1• Determine growth with success overtime

Build your community . . .

• Don’t be tempted to put up “pre made” anchor charts

• Create this learning together

• Remember the one who works the most, learns the most!

The Pensive: A Conferring Notebook

Things to think about . . .

• Explicit instruction for behaviors• Go slow, to move fast• No longer teaching the book we are

teaching how to access the strategies– How does this align with curriculum?

• Least number of teachers for students per student is better; set common goals based of student observations with in the Daily 5

Continued . . .• Any assessment is only as good as

the action that arises from it.• What does flexible strategy groups

look like?• Fair is not always equal!

“Focus on this child . . .

. . . this moment.”

Next Steps . . .• Monthly meetings

– Website, sharings, DVD’s

– Critical Friends• Planning/ sub observations/ reflections• Different grades/ within teams?