The Cafe Book

The Cafe Book

Gail Boushey, Joan Moser

Language: English

Pages: 160


Format: PDF / Kindle (mobi) / ePub

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All readers of any age need instruction and support that helps them become more independent and self-reflective in their work. – Gail Boushey and Joan Moser. In The CAFE Book, Gail Boushey and Joan Moser present a practical, simple way to integrate assessment into daily reading and classroom discussion. The CAFE system, based on research into the habits of proficient readers, is an acronym for Comprehension, Accuracy, Fluency, and Expanding vocabulary. The system includes goal-setting with students in individual conferences, posting of goals on a whole-class board, developing small-group instruction based on clusters of students with similar goals, and targeting whole-class instruction based on emerging student needs. Gail and Joan developed the CAFE system to support teachers as they: · organize assessment data so it truly informs instruction; · track each child's strengths and goals, thereby maximizing time with him or her; · create flexible groups of students, all focused on a specific reading strategy; and · help students remember and retrieve the reading strategies they learned. The CAFE system does not require expensive materials, complicated training, or complete changes to current classroom literacy approaches. Rather, it provides a structure for conferring with students, a language for talking about reading development, and a system for tracking growth and fostering student independence. The CAFE system’s built-in flexibility allows teachers to tailor the system to reflect the needs of their students and their state’s standards. And it’s a perfect complement to The Daily Five, “The Sisters” influential first book, which lays out a structure for keeping all students engaged in productive literacy work for every hour of every classroom day.











3.4). At the top of the form, we 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. Figure 3.4 Reading Conference form Step 6: Teacher Fills Out Strategy Groups Form After filling out the individual conferring sheet, we turn to the Strategy Groups section of our Pensieve. We ask ourselves, Is there anyone else we have assessed who needs this same goal and strategy? If there isn’t, we

the Sound a great strategy? Let’s put it up on our CAFE board.” We grabbed a blank strategy card. “Jaeger, would you write out the card for us during our next Daily Five period? You’re going to write ‘Flip the Sound.’ I’m going to write the words on this sticky note so you can spell them correctly. If you could include a sketch of a picture to remind people of what that strategy is, that would be wonderful!” “And Jaeger, remember to put your name on the card so people will know that if they

to six weeks. We will likely have our first strategy-group meetings in early to mid-October, since school for us starts the first week of September. A lot of instruction is still taking place during this first four to six weeks of school, since we are doing daily instruction of the whole-group CAFE Menu strategies (see Chapter 6 for more examples of whole-class instruction) and individual conferences with students (see Chapter 5 for more examples of conferring). Even after strategy groups are in

originally included in the appendix for free on The Two Sisters website: Bibliography Allen, J. 2000. Yellow Brick Roads: Shared and Guided Paths to Independent Reading 4–12. Portland, ME: Stenhouse. ———. 2004. Tools for Teaching Content Literacy. Portland, ME: Stenhouse. Allington, R. L. 2001. What Really Matters for Struggling Readers: Designing Research-Based Programs. New York: Addison-Wesley Longman. ———. 2009a. What Really Matters in

Page and Steve Jenkins **Content and/or length makes it more suitable for intermediate students. With every age group, we try to read aloud at least one picture book and a portion of an ongoing chapter book each day. These books provide the perfect venue for introducing and modeling strategies with both shorter and longer texts. We select a picture book with five to eight lines of text on each page, beautiful illustrations, and a great story line. After reading a page or two, we stop and

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