Day 1 Alicia Stewart Purpose of Training Analyze the C omponents and Structure of the Daily Five and CAFÉ Framework Explore the Underlying Principles of Daily Five and CAFÉ Identify How Newton Countys Resources and Initiatives are Incorporated into The Daily Five and CAFÉ Framework ID: 569956
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Slide1
The Daily Five and CAFÉ in Newton County
Day 1Alicia StewartSlide2
Purpose of Training
Analyze the Components and Structure of the Daily Five and CAFÉ FrameworkExplore the Underlying Principles of Daily Five and CAFÉ
Identify How Newton County’s Resources and Initiatives are Incorporated into The Daily Five and CAFÉ Framework
Plan for the Implementation of The Daily Five and CAFESlide3
Our Journey
Common Core Unit Plans for Whole Group InstructionFoundations Instruction for K-2 (phonics kits for small group instruction)Common Assessments for Foundations
Small Group Instruction/Differentiation (Daily Five and CAFÉ)
ELA Adoption
School Wide Guided Reading Sets
Traits Writing
Next Step Guided Reading Assessment
We need a Framework for the ELA BlockSlide4
The Research Behind the Development of the Daily Five and CAFÉ
Margaret Mooney (1990)Regie Routman (2003, 2005)Richard
Allington
(2009, 2012)
Lucy Calkins (2012)
Nancy
Arwell
(1987)
Steven Krashen (2004)Michael Pressley (2001)Shelley Harwayne (1992, 2001)
Students need to practice meaningful, authentic reading and writing over an extended period of time.Slide5
What strategies are needed to teach reading?
comprehension
Fluency
Accuracy
Expanding VocabularySlide6Slide7Slide8
Where can I find resources for teaching the strategies?
In the Curriculum Maps Folder on the desktop -Ready Reference Guides
-Parent Pipelines
-Lesson Plans
-Assessments and Rubrics
The Café Book
and the CD with the bookhttp://thedailycafe.com
/
-Same as above
-Videos
-Articles
Pinterest (Be Careful)
Teachers Pay Teachers (Be Careful)Slide9
I Observe
What sets The Daily Five and CAFÉ
apart from other models?
What is different for students?
What is different for teachers?
How is it like other models?
I WonderSlide10
Five Choices
Read to SelfWork on WritingRead to Someone
Word Work
Listen to ReadingSlide11
What Sets the Daily Five
Framework ApartStudents
Teachers
Engage in the
acts of reading and writing for extended periods of time while practicing reading and writing strategies
Teaches students in many settings with
a focus on reading strategies
: whole
groups, small groups, and one-on-oneReceive explicit, focused instruction on building and maintaining independence and stamina
Explicitly teaches students how to build and maintain independence and stamina using the 10 steps to independence
Receive
differentiated instruction to meet their individual needs through whole-group, small-group, and one-on-one conferring
Delivers
three whole-group focus lessons daily
Retains the option of teaching one to three small groups of children daily
Is accountable for conferring with 9-12 students daily
Are accountable for staying
on task, working on skills and strategies, and meeting with the teacher in small groups and one-on-one
Explicitly
teaches the behaviors of staying on task through the 10 steps to independence and monitors accountability through one-on-one and small group meetings.
Receive explicit
instruction on how to manage choice
Teaches the purpose of choice,
how to choose, and the behaviors that demonstrate a successful choice has been made
Choose what to read and write, where to read and write, and the order
of reading and writing
Teaches students how to choose what to read and write, where to read and write, and the order of reading and writingSlide12
BRIEF whole group instruction
First round of Daily 5
BRIEF whole group instruction
2
nd
round of Daily 5
BRIEF whole group instruction
3
rd
round of Daily 5
BRIEF whole group instruction
What does it look
like
?
It is NOT a ROTATION system where students rotate continuously around the room from one center to another while the teacher works with small groups
.Slide13
Where do I find lessons for the whole group Focus Lessons?
Focus lessons are for ALL students based on the Curriculum Map (Tier 1)What do you have on the curriculum map that you must teach for ELA?What Goals would the lessons match:
Comprehension
Accuracy
Fluency
VocabularySlide14
Comprehension
Accuracy
Grammar
WritingSlide15
Sample Schedule
7:30-7:40 CAFÉ Focus Lesson – Unit plans COMPREHENSION
7:40-7:55
Round 1 of Daily 5
– Teacher works with small group and confers with 3-4 students
7:55--8:05 CAFÉ Focus Lesson
– Unit plans
COMPREHENSION8:05-8:20 Round 2 of Daily 5 – Teacher works with small group and confers with 3-4 students 8:20-8:30 CAFÉ Focus Lesson – Foundations (Spelling/Vocabulary) FLUENCY and ACCURACY
(Two or Three Days a Week and other days may be vocabulary or grammar)
8:30-8:45 Round 3 of Daily 5 –
Teacher works with small group and confers with 3-4 students
8:45-8:50 Share/Review of Strategies
8:50-9:00
Grammar Focus Lesson9:00-9:30 Traits Writing
*Small groups are differentiated based on data and skills. The teacher may be teaching
through phonics lessons or reading strategies from CAFÉ while students use a reader on
their independent level.Slide16Slide17Slide18
Stamina Drives the Schedule!Slide19
Sample Schedule
7:30-7:40 CAFÉ Focus Lesson – Unit plans COMPREHENSION
7:40-7:55
Round 1 of Daily 5
– Teacher works with small group and confers with 3-4 students
7:55--8:05 CAFÉ Focus Lesson
– Unit plans
COMPREHENSION
8:05-8:20 Round 2 of Daily 5 – Teacher works with small group and confers with 3-4 students 8:20-8:30 CAFÉ Focus Lesson – Foundations (Spelling/Vocabulary) FLUENCY and ACCURACY (Two or Three Days a Week and other days may be vocabulary or grammar)
8:30-8:45
Round 3 of Daily 5 –
Teacher works with small group and confers with 3-4 students
8:45-8:50 Share/Review of Strategies
8:50-9:00 Grammar Focus Lesson
9:00-9:30 Traits Writing
*Small groups are differentiated based on data and skills. The teacher may be teaching
through phonics lessons or reading strategies from CAFÉ while students use a reader on
their independent level.Slide20
Focus Lesson 7
To10 minutes
Student Choices
Read
to Self
Work on Writing
Read to Someone
Listen to Reading
Word WorkTeacher Choices ConferringGuided Groups
Assessing
10 Minutes
Focus Lesson 7
To
10 minutes
Focus Lesson 7
To
10 minutes
Student Choices
Read
to Self
Work on Writing
Read to Someone
Listen to Reading
Word Work
Teacher Choices
Conferring
Guided Groups
Assessing
Student Choices
Read
to Self
Work on Writing
Read to Someone
Listen to Reading Word WorkTeacher Choices ConferringGuided GroupsAssessingStudent ChoicesRead to Self
Work on Writing
Read to Someone
Listen to Reading
Word Work
Teacher Choices
Conferring
Guided Groups
Assessing
10 Minutes
10 Minutes
10 MinutesSlide21
Focus Lesson 7
To10 minutes
Student Choices
Read
to Self
Work on Writing
Read to Someone
Listen to Reading
Word WorkTeacher Choices ConferringGuided Groups
Assessing
15 Minutes
Focus Lesson 7
To
10 minutes
Focus Lesson 7
To
10 minutes
Student Choices
Read
to Self
Work on Writing
Read to Someone
Listen to Reading
Word Work
Teacher Choices
Conferring
Guided Groups
Assessing
Student Choices
Read
to Self
Work on Writing
Read to Someone
Listen to Reading Word WorkTeacher Choices ConferringGuided GroupsAssessing
15 Minutes
15 Minutes
7-10Slide22
Focus Lesson 7
To10 minutes
Focus Lesson 7
To
10 minutes
Student Choices
Read
to Self
Work on Writing
Read to Someone
Listen to Reading
Word Work
Teacher Choices
Conferring
Guided GroupsAssessing
Student Choices
Read
to Self
Work on Writing
Read to Someone
Listen to Reading
Word Work
Teacher Choices
Conferring
Guided Groups
Assessing
30 Minutes
30 MinutesSlide23
Three Main Components
Daily Five and CAFE
Not Really a Three Ring Circus
Whole Group
Focus Lessons
Daily Five Choices
Small Groups
and
ConferringSlide24
More Like……
Why?Slide25
Focus Lessons
Small Groups and Conferring
Daily 5 ChoicesSlide26
Common and Costly Mistakes
Continuing to do what has always been done along with the Daily Five and CAFÉ frameworkLaunching the Daily Five in a different order when following the Daily Five 15 Day PlanNot teaching the foundation lessons – overlooking the importance of building routines and rituals
Beginning small group instruction too soon
Waiting too long to begin small group instruction
Waiting to give students choice
Not preparing for “mini” focus lessonsSlide27
Progress Monitoring FormSlide28Slide29
Welcome to the
Introduce the CAFÉ Menu by comparing it to restaurant menus
-
What is the purpose of a menu?
-How is a menu organized?
-How do you use a menu?
Send the Parent Pipeline explaining the CAFÉ Menu home
Slide30Slide31
Place your CAFÉ board in a central location.Place it where you can easily get to it and post strategies.
Place near your Reading Student Learning Map.It will start with just the heading and empty paper for goal stickers.Your CAFÉ board will build upwards – heading on the bottom of the board.Slide32
Student Learning Map and CAFESlide33Slide34
Focus Lessons
State /Post the Essential QuestionState /Post the StrategyReview/Connect/Build Background/VocabularyLesson Instruction/Learning Activity
Summarize
Connect to the Daily Five
How do I build the strategies on my CAFÉ board?Slide35
Essential Question:
How do authors use
words to suggest feelings or appeal to the senses?
CAFÉ Strategy:
Infer and support with evidenceSlide36
Unit Lesson
How do authors use words to suggest feelings
or appeal to the senses?
suggest
recommend or give ideas
think about
appeal
to request or speak to Slide37
When you go to your rounds today, think about…..
How do authors use words in your book to appeal to your senses and suggest feelings?
How can
YOU
use words in your writing to appeal to the reader’s senses and suggest feelings?Slide38
Strategies to Introduce the First Weeks
You will spend the first 4 to 6 weeks establishing routines and rituals as you introduce and model strategiesDuring this time, you will not have strategy groups, but you will meet one on one to assess students
The Sisters
recommend introducing the following the first week of school
:
Comprehension
- Check for
Understanding
2. Accuracy
- Cross Checking
3. Expand
Vocabulary - Tune into Interesting
Words
After
that layer on the Comprehension strategy, Back up and
Reread.
They give you ideas and book suggestions for teaching these. You may find this on the desktop or on thedailycafe.comSlide39
We identify what is to be taught and share the “secret to success” with the strategy.
We teach the strategy.Students practice with partners (you have to model and practice this from Day 1).We
select a student to write and illustrate the CAFE Menu strategy card (the first time it is taught).
We review the strategy.
We encourage the use of the strategy during independent reading time.
We
post the strategy after independent practice (the first time it is taught
).
We
continually connect new strategies to strategies already on the CAFE Menu board.
.
Boushey, Gail; Moser, Joan (2011-05-08). The Café Book (Kindle Locations 1436-1437). . Kindle Edition. Slide40
Find the “Check for Understanding” resources in your packet and read the resources with your partner.Slide41
How do I create mini Focus lessons from the ELA unit plans?Slide42
Learning Focused Lessons
What are the components of the Learning-Focused Lesson Plans.How can I make adjustments and allow for differentiation and rigor?Slide43
Elements of Whole ClassIdentify what is to be taught.Teach the strategy,Practice with a partner.Students
write and illustrate the café card.Review the strategyEncourage practice…”In you rounds today….”Post strategyConnect new strategies to old ones.Slide44Slide45Slide46
Your Turn!
Meet with your school to go through the lesson
together
. If you are a large school, split into teams.
Read the lesson completely - independently
As a team, discuss where you may need to make adjustments.
Highlight sections to represent what you estimate could be daily focus lessons.
Copy and
paste
into
the instruction piece of the lesson plan template
.
Fill in the missing pieces on the
lesson plan.Slide47Slide48