Welcome to The Daily CAFE

Welcome! June 1, 2009 marks our one year anniversary of this site. If you've been with us for awhile, you know that we are passionate about professional development and wanted to create a site which supports friends and colleagues all over the world who are implementing The Daily 5 and the The Cafe Menu, or Classroom Design in their classrooms.

If you are new to the site, we think, once you look at the free samples and peruse the featured article introductions, you'll agree there is nothing else like this on the web to support your professional development. We invest a great deal to make what we are offering the highest caliber possible and believe you'll be provided with a wealth of ongoing and updated information and support right when you need it.

Click play on the video below to learn a bit more about the community we are creating here for teachers, or click on this link About The Daily Cafe to read more about the site.

We eagerly look forward to what year two has in store as we continue to embark on this professional adventure with you. Thanks for joining us!

Warmly,

Gail and Joan

CAFE - Small Group Vocabulary using prior knowledge (VIDEO) In this video clip, Gail introduces a small group of students to the strategy of using prior knowledge to figure out words they may already know, but haven't seen in print before. Tapping into our background knowledge, whether from books, media or real life experiences, helps us gather clues from the surrounding words and supply a word that makes sense in the text . . . more . . . Design - Bookshelf using Encyclopedias (Video) There is a sacredness to books that prohibits us from ever throwing them away. But what do we do with texts that are so out of date that they've lost their value as anything but dust collectors and paper weights? Jenny, a new teacher at Gail's school, asked her grandfather to turn some prehistoric encyclopedias into a unique bookshelf. We were so excited by this idea that we just had to share it with you! Maybe you can . . . more . . . Design - Book Displays Part II (Video) We all want books in our rooms that our students will browse, explore and "fall into". Ron, a 5/6 grade teacher at Gail's school uses an old traveling trunk as a book shelf, filling it neatly full of chapter books and travel books that will take students on journeys and adventures to far off places. . . . more . . . CAFE - Expand Vocabulary-Use a Dictionary (VIDEO) In this video, Christie's whole group focus lesson is on Vocabulary. After reviewing the strategies her fourth graders already know and use when they come to a word they don't know the meaning of (read around the word and infer, ask a friend, read the smaller words within, etc.) she introduces the strategy of Using a Dictionary. . . . more . . . Daily 5 - Reviewing Daily 5 when a New Student Arrives (VIDEO) We were walking down the hall when Jenny, a fourth grade teacher, came bustling out of her room hunting for a student chair for the new student who'd be arriving in minutes. Getting a new student at a moments notice can be a little frustrating and frazzling for a teacher...but, can you imagine being a new student? Some of you have experienced the anxiety and apprehension that goes with being "the new kid". Others of you were the assigned friend, required to lead the guided tour at recess. Whatever our background and experience, and despite the inconvenience new students cause....we truly want them to feel welcome and wanted. One of the first things we do . . . more . . . Design - Involve Your Students in the Classroom Set Up When children are consulted and their thoughts and opinions are valued, they take more ownership in the upkeep of the classroom. Our 6th grade teacher, Camille, is constantly asking her students what is working about their classroom and what they think should be changed to make it more inviting, more usable, more comfortable and more conducive to learning. A sense of goodwill is fostered, and . . . more . . . Design - Start the Redesign Process (ARTICLE) Where to begin… The Calendar says spring and even though our own weather doesn't reflect it, we are getting the spring cleaning itch and long to have a "classroom beautiful" space. We have lived with our current layout for eight months and we know what is working and what is not. In addition, we (our students included) are simply ready for a fresh look. Where do we begin? A fresh look begins with a critical look and the green factor test. • Bring in a couple or even a . . . more . . . Daily 5 - Sharing at the End of Daily 5 (VIDEO) Sharing can be a powerful teaching time as well as a chance to celebrate growth. In this video, Joan has asked Janice and Brady to share because they both have something to offer that will benefit the class. After sharing, the students describe what they noticed these young writers doing well. Compliments vary from content, to conventions, to behaviors of independence. The little sentence strip book is a great option for students who want to practice heart words. . . . more . . . CAFE - Comprehension - Retell The Story (VIDEO) Proficient readers are able to tell themselves or someone else a story's sequence through retelling. Gail demonstrates her thinking all the way through 'The Zoo' by Suzy Lee . She predicts, confirms her predictions, and models the importance of reading the pictures. At the end she shows her understanding by retelling the story to the class. . . . more . . . CAFE - Conferring with Charisma on Good Fit Books (Video) There is a delicate discussion we tiptoe around when conferring with a student who is reading a book that is too hard. Your mind races, thinking, "Do I say something? Do I let her just struggle and wade through, pretending it doesn't matter that she's missing so many words?" This inner dialogue is visible on the faces of Gail and Cindy as Charisma stumbles through her chapter book. Listen in as they give her an out and a plan that enables her to "save face". Charisma will independently . . . more . . . Daily 5 - Good Fit Books (Slideshow) Sometimes you blow us away with the creative ways you take our content and make it your own. This powerpoint by Barbara Smith, from Carolina Forest Elementary, is a perfect example. It's all about choosing Good Fit books and it's a winner! You could show it to your class tomorrow as a reminder, save it for next year's introduction, or share it with parents. . . . more . . . FAQ - How do I hold students accountable to practice the mini-lesson content, or do the structure and choice afforded by the Daily Five negate this immediate practice expectation? Q How do I hold students accountable to practice the mini-lesson content, or do the structure and choice afforded by the Daily Five negate this immediate practice expectation? . . . more . . . CAFE - Comprehension Back Up and Reread Ready Reference Guide (Download) The term Ready Reference Guide refers to a one page download that gives you the most important information to remember when introducing a strategy from the CAFE menu. This Ready Reference Guide is for the Comprehension strategy called Back Up and Reread. As we anticipate the release of our CAFE book, you will find Ready Reference Guides for each of the CAFE Menu strategies. This is a first look. Com . . . more . . . Design - The Teacher Corner (Video) We doubt that we have ever met a teacher who felt their classroom was too big! We all long for more space, but what if more space isn't an option? What if you have to make do with a small room? . . . more . . . "My Favorites" Files Organizing Materials at the Daily Cafe Have you ever wished you could mark a feature at the Daily Cafe to read for later? Or create a file of materials to share with your grade level team? Or put a note on an article to remind yourself to make copies for various study groups, colleagues, or staff meetings? Well, now you can with our new "My Favorites" files feature. Here is how it works: . . . more . . . Design: Library Reorganization (Collection) Someone mentioned how nice it would be if everything they needed regarding a topic could be found on one page. We agree. So, we've scanned through previous postings to gather and collect the most useful information regarding classroom libraries. If you are feeling led to reorganize, you'll find just about everything you need right here on this page. Hope you enjoy the collection. Article explaining the library organizational process http://www.thedailycafe.com/members/218.cfm. Two . . . more . . . FAQ - Since we are doing Daily 5, when do I have my 5th graders practice answering questions similar to the questions they will see on our state test? Sometimes the pressure produced by high stakes state tests can feel overwhelming, but we are not alone. Just remembering that can help. So how do we all get that practice time in? In intermediate grades, one way we ask students to practice these questions is through the reading response journal. Beginning in September, we teach comprehension strategies whole group while also modeling the answering of question stems that align to our state standards and state test. For example, . . . more . . . Cafe Menu for Emergent Readers (DOWNLOAD) Yes, here it is, our first attempt! We are on the 30th draft of the CAFÉ Menu, so to share this before numerous refinements have taken place makes us feel a little vulnerable. We realize we couldn't be sharing it with kinder people though, especially when it's understood up front that, like the CAFÉ' Menu, this document will be a work in progress. This Menu would be used before the CAFÉ Menu. It was designed for our most emergent readers who need to know how to hold a book, or . . . more . . . Daily 5 - Work Time (Video) Have you heard the low hum of a classroom full of students that are purposefully learning? When we enter a classroom that is engaged in meaningful work, and the hum of dialogue in private and respectful tones, it takes our breath away. This video let's you enter Pam's fifth grade classroom where just such murmurings are taking place. And where is Pam, you may wonder? She is out . . . more . . . Q: My kids are very independent and have lots of stamina the first two rounds of Daily 5, but then they seem to fall apart. What should I do? A: Our initial vision, as we began to develop the Daily 5, was a lovely and calm morning, where a neat little package of evenly distributed rounds made up the ebb and flow of our literacy block. While high expectations lead to greater achievement, they can also lead to dismay and disappointment when they aren't met. That's what happened when our children entered the picture. We'd be surprised and sometimes even frustrated, just like you, when . . . more . . . CAFE - Determining When a Child is Ready for a New CAFE Menu Strategy How do we determine if a child is ready to move to a new strategy on the CAFÉ Menu? Touch Points! We call it a "touch point" when we see a student correctly execute a strategy while reading. We either make note of the date the child successfully used the strategy or put a check mark in the margin of the conferring sheet. Once these total four or five, we determine whether or not the child has competently added it to the repertoire of strategies they have control of. If so, we place a check mark and date next to this strategy on their CAFÉ . . . more . . . Daily 5 - Word Work Materials - Letter Boxes (VIDEO) Alphabet letters come in a variety of materials and textures and children love to manipulate them as they learn their high frequency words. These craft boxes make the storage easy and management simple enough for even kindergartners to maintain and use independently. They are just one of the items in our Word Work area that make word work fun and successful for our students. . . . more . . . CAFE - Comprehension and Fluency - Back-Up and Reread (VIDEO) In this video, Christie introduces one of her 4th grade students to the strategy of Back up and Reread. This multi-purpose strategy supports accuracy, fluency and comprehension. Christie's student is a master at decoding words, so she always scores high on accuracy. However, once she has figured out an unknown word, she just continues reading, which wreaks havoc on her fluency and comprehension. . . . more . . . Sisters on the Spot - Two Important Questions Kate McLaughlin, from Fairfax, Virginia, puts us on the spot this week with her two burning questions: 1) How do I get my first graders, who aren't really reading yet, to do all I'm asking of them during Daily 5 without relying on centers? 2) If I'm devoting so much time to literacy, how do I manage to fit content into our schedule? . . . more . . . FAQ - I'm frustrated with the Listen to Reading tapes and CDs in my classroom. Do you have any suggestions? We had the joy of meeting Kari Butcher, Cami Ashley, Katie Oney, and Cindy Matulis all from Hollywood Elementary in Stevensville, MI. They have taken Listen to Reading into the digital era by using MP3 players in their classrooms with their young children. They were generous enough to outline their process changing their Listen to Reading into using MP3s and gave us permission to share it with you! . . . more . . . Daily 5 - Touring the Word Work Area (VIDEO) As teachers, we know the two possible scenarios of Word Work in the classroom-- it can either run like a top or be a thorn in our sides. One of the 'thorny' components of Word Work can be the organization of the materials. We want children to be able to use the materials independently, and we don't want to spend too much of our valuable time in prep work. . . . more . . . Daily 5 - Checking in After Each Round (VIDEO) Goal setting with children? We have a hard enough time setting goals for ourselves! However, in Washington, having children set goals for their learning is part of our state standards. So we start them off young! We have found teaching children to reflect on their behaviors of Daily 5 with a kinesthetic movement starts them on the path to goal setting. . . . more . . . CAFE - Accuracy - Flip the Sound, Ready Reference Guide (Download) The term Ready Reference Guide refers to a one page download that gives you the most important information to remember when introducing a strategy from the CAFE menu. This Ready Reference Guide is an Accuracy strategy called Flip the Sound. . . . more . . . CAFE - Student Led Conferences (Downloads) Ready for Student Led Conferences? We have always enjoyed meeting with parents to discuss their child's strengths and goals (ok, not always, but most of the time). A few years ago we did some brainstorming and researching and decided to try student led conferences. It was spring, and our students were excited to show their learning, progress and projects to their parents. We were hooked from the very first conference. These were powerful sharing sessions, where the child showed their learning to the parent while we supported alongside. There was an excitement and engagement that just didn't exist when we sat across from parents, reporting on a child's learning while the child sat at home. Following are some of the documents we use to inform parents, ready students and ensure that important information is shared. If you are considering or already participating in student led conferences, you might find them useful, . . . more . . . FAQ - Why would I teach my students Three Ways to Read a Book when so many of them are reading chapter books? Most of us have a wide spectrum of readers in our rooms. Intermediate teachers will tell you that the gap doesn't get smaller, but only increases in the later grades. By modeling three different ways to read, we meet the needs of our emergent readers by providing them with a way to successfully read a book. Validating these forms of reading helps create a climate where our students can honor and support each other. This culture is critical if our older emergent readers are going to honor where they are so they can grow and develop, instead of waste countless hours pretending to read books that help them save face, but fail to create real progress. Three ways to read comes in handy for . . . more . . . Daily 5 - Research and the Daily 5 (DOWNLOAD) "Is The Daily 5 a research based system?" We hear this question often in this era of research based programs. We have always been avid research junkies. From our early research heroes: Frank Smith, Delores Durkin, Ken Goodman to their more contemporary counterparts: Richard Allington, Michael Pressley, Gerald Duffy, we have always kept one foot planted in tried and true practice, while the other dabbles in current research, using it to influence our daily classroom work. It is the application of current research that has helped us grow and develop as educators, and the action research in our own classrooms that has helped us truly clarify and refine what really works for children. We are vigilant . . . more . . . CAFE - Comprehension - Teaching a Student to Ask Questions(VIDEO) Thinking about the students in your class, have you encountered those who are able to decode beautifully but are so concerned about reading the words right and reading quickly that they neglect to stop and think about the text? Meet Haylee, a first grader who does just that. After conferring with Haylee, we found that she actually had very good comprehension, but often missed engaging with the text and comprehending it. We decided that teaching her to ask question about what she was reading was a good next step to support her comprehension. Listen in as Joan uses the . . . more . . . CAFE - Launching CAFE Day One - A Sneak Peek (Download) A popular component of our Daily 5 book was the launching charts in the appendix. Gail loves charts and loves to make them, so she was pleased that so many of you have appreciated them. Since the charts have been so well received, we've included a whole section of Ready Reference Guides and Launching Charts in our new CAFÉ book. To give you a sneak peek of these charts, the first Launching Chart of The CAFE Book is linked below. You can also go to Stenhouse and check out the release date of our CAFÉ book. . . . more . . . Design - Creative Displays for Magazines and Books (Video) Here is a peek into another portion of Ron's room! He really believes in offering students a variety of reading materials, and always finds unique ways to store and present them in an inviting way. This is no exception. Watch the clip to see the ingenious way he's incorporated magazines into the classroom for his students reading pleasure. Included in the clip are some other creative book displays. Ron, you are amazing! . . . more . . . CAFE - Reading Response Journal Debrief (Video) Here is the final installment in this series on Reading Response Journals. Joan, Gail and Pam enjoy a reflective dialogue regarding the setting up of the journals with Pam's students. Watching and reading about what others do helps us reflect on and refine our own craft of teaching. It is fun to learn together and we appreciate Pam for letting us partner with her. Many of you have written, telling us how much you've enjoyed this series, and that you are taking Pam's ideas and tweaking them to make them your own. That is the most gratifying thing we could hear! Enjoy. . . . more . . . Daily 5 - Nuances to Partner Reading - Intermediate Grades Most of our intermediate students select and are ready for extended periods of Read to Self. Read to Someone isn't required, but becomes a way to differentiate based on student need. Some of our students are auditory processors and benefit from reading aloud to someone. Some of our special needs and ELL students benefit from being read to. We typically confer with those who need this form of practice to help them achieve their goals, and carefully pair them with a partner who would benefit from or not be hurt by this use of time. Often they commit . . . more . . . Cafe - Response Journal Scoring Part IV (Video and Download) This is the last "formal" lesson Pam teaches regarding expectations for the weekly reading response journal entries she requires. After this lesson, students will be expected to try their hands at reflecting on their reading through the writing process. Pam introduces the scoring rubric to assess a response she has written. She promotes understanding by asking students to dig into the rubric, asking "What is the difference between a 3 and a 4?" She inspires them to go for it by ending with, "There is no reason why you can't get a 4". We appreciate Pam's teaching . . . more . . . FAQ - We have a district mandated reading program. How do I provide time for students to practice their guided reading book? If you work with students in groups based on levels, you will introduce the guided reading book, support students through the text, and allow them to reread these texts throughout the week after placing them in their book boxes. When students exchange the books in their book boxes, they return the guided reading book to you or keep it to continue practicing skills and strategies . . . more . . . Daily 5 - Good Fit Book - Bookmark (Download) We want our students to be able to independently select good fit books no matter where they are. They won't be able to rely on leveled tubs or spine stickers when they visit the public library, school book fair, or local book store. That's why we teach them five steps for evaluating books . . . more . . . Sisters on the Spot - Difficult Schedule Corin, from Long Island, New York, is asking for a bit of advice on how to plan for and manage the schedule she has. Due to mandatory specials, her literacy block is shortened three days a week. There are a few things to consider when making decisions about how to best meet children's needs without a long literacy block. If you are struggling with a difficult daily schedule, you'll want to eavesdrop. . . . more . . . Cafe - Reading Response Journals part III (Video) The third and final paragraph in this response journal reflects on the reading goal each student had for the week. In this video, Pam models the thinking that is involved with writing this paragraph and then constructs the paragraph in front of the class with the students help. The paragraph includes their goal for the week, the progress toward meeting their goal and finally what their goal will be for next week. . . . more . . . Daily 5 - Touching Base During Transitions Often Ensures Success After the students have checked in and we've recorded their choices on our clipboard, we release them for the duration of the round. It takes about a minute for the small group we've elected to work with to get settled in. We take advantage of this transition time to hunker down next to our most at-risk students. It takes only a few seconds for them to reiterate what they are working on and for us to let them know we can't wait to check back to see how it went, but the brief bit of . . . more . . . Q: I have a big class this year! How can I manage one-on-one assessments for all my students? A: We understand and hear this concern everywhere we go. Teachers are trying to keep up with ongoing assessments for monitoring progress, as well comply with "assessment windows" which are mandated by principals, districts and states. Teachers understand the value of assessments, but don't want to assess at the expense of instruction. We have both had years where our class size . . . more . . . Design - Book Displays (Video) Do you have a friend who never ceases to amaze you with their uniqueness and creativity? Ron, a 5/6 grade teacher at Gail's school is one of these, and anyone at Gail's school would agree. Sometimes we just walk into his room, stand in the middle, and slowly spin, taking it all in with awe and wonder, exclaiming things like..."I never would have thought of that." . . . more . . . CAFE - Response Journals Part II (Video) In part two of this five part series, Pam introduces her fifth grade students to the content requirements for the Reading Response journals they will be expected to turn in once a week. She expects three paragraphs, framed in a friendly letter format. The first is a summary of the passage read, and the second, which you'll see modeled in this video, is a . . . more . . . CAFE - Comprehension- Monitor and Fix Up, Ready Reference Guide (Download) The term Ready Reference Guide refers to a one page download that gives you the most important information to remember when introducing a strategy from the CAFE menu. This Ready Reference Guide is a comprehension strategy called Monitor and Fix Up. Good readers are aware of whether or not what they are reading makes sense. They are cognizant of when they understand what is happening . . . more . . . FAQ - Do you have a form to collect the reading data scores? We are often asked how we keep track of student progress and growth. If you know us at all, you know we like things that are simple and that work. This link leads you to the record sheet we keep in our Pensieve. . . . more . . . Design - Community Storage (VIDEO) We once heard, "Whoever controls the stapler in a classroom, owns the power in the room" and it really made us think! The stapler, tape, paper clips, and other assorted school supplies students might need were neatly organized within the safe confines of our teacher desks. Students had to ask for permission to use any of them…and, if their need was deemed worthy, would be granted short term use of the needed item. This resulted in countless interruptions, questions and a loss of time that could have been better spent. So, we dove into community supplies and have never looked back! Heather, a . . . more . . . CAFE - Reading Response Journal - (VIDEO and DOWNLOAD) Gail's principal, Stan, frequently reminds his staff to think about the structure of the school day created for students by asking them to contemplate the following question…"Is the educational experience we are creating seamless from one class to the next, with clearly identified expectations that hold true regardless of the class or teacher?" We are particularly concerned when it comes to Special Education students and English Language Learners who may be leaving our classrooms several times a day. We realized that one of our biggest areas of inconsistency was reading response journals. Each teacher required them, but the expectations, content and workload regarding the journals was vastly different. Imagine for a moment that you have been . . . more . . . CAFE - Beginning Reading Phonemic Awareness/Phonics Protocol (DOWNLOAD) We get excited about and love to share things that bring about results! Kelly, a first grade teacher at our school, has been using this structure for the past few years and loves the continuity it brings to her one on one conferring, small group work and the before school intervention program. In addition, Svetlana, one of our excellent ELL Instructional assistants, is using the protocol with Kelly's ELL students this year. As a result, some of her students are getting a double and even tripl . . . more . . . FAQ-Where do students store their books? Book boxes, plastic bags, tubs, desks, we've tried them all and they all work for storing student's reading materials. What is most important is that students have a place to put their books so they are readily available, and for our beginning readers, should be able to hold 8-10 books. We are on a constant search for the perfect vessel, knowing that "perfect" can be quite subjective. We were in Charlene Bickford's classroom in Waterville Maine when she introduced us to what she calls bo . . . more . . . Daily 5 - Touring a Word Wall (VIDEO) You may never realize this but Joan's classroom is very small. We know it looks large on the videos, because she removed desks and tables to create a learning space that is conducive to all types of learners. When it came time to put up a Word Wall we took a good look around and there were very few bulletin boards, so we had to think creatively. . . . more . . . Daily 5 - Book Selection (VIDEO) A cornerstone to student reading engagement is the ability to "read" the books students have selected and we realized early on that students needed to be taught "3 Ways to Read a Book". In this video, Joan takes you on a tour of David's book box. His ten or so books fall beautifully into the three categories: read the words, retell the story, and read the pictures. . . . more . . . Design - What seating options are there for art, science and math? (SLIDESHOW) Years ago when we began to look differently at our classroom seating options, the changes we made were driven by having small rooms, large class sizes, and bulky desks for each child whether or not they performed well in the assigned spot and given chair. . . . more . . . FAQ-How do you help students remember conferring appointments? The goal of all our conferences is to support students in their learning. We also want them to be actively engaged in their learning process. Setting appointments with students is one way to engage them and hold them accountable. By keeping track of these appointments in our pensieve, we are held accountable as well. Stephanie Bartell wrote from Chicago this week and explained their school's adaptation of making appointments with students. "Teachers received week or month long dry erase board calendars that they used as a tool to remind kids when their next meeting with the teacher was. As soon as a conference ends, . . . more . . . CAFE - Accuracy - Small Group onset and rimes (VIDEO) Phonemic awareness is critical for our beginning readers no matter what age they are. Joan uses several strategies in this small group lesson to help build this essential foundation for reading. They blend sounds together, pull them apart into segments, and play with word families and rhymes. The hand signals provide a visual component to support their learning. The lesson is fast paced and engaging. The board Joan uses, in case you are unfamiliar with it, is called a Magna Doodle. She . . . more . . . Daily 5 - Reviewing for Success It's time for a much needed and much deserved winter break! Before you leave, you might want to jot down your lesson plans for the week you return, so you can avoid what we term, "Sunday Night Blues". You know the feeling you get when you haven't thought about school for a day or two, and you realize you need to go in a little early to prepare lessons you didn't have enough energy to do before you left on Friday. We suggest you write "Review Daily 5 'I' Charts" in your literacy block. We have found the first few days after a long break can be like starting over. Stamina is shorter, behaviors are a little bumpy . . . more . . . CAFE - Accuracy - Blend Sounds and Chunking (VIDEO) Chunking and blending sounds are two strategies that really help support emergent readers. In this video, Joan meets with a small group of Kindergarten students as they practice using both strategies at once. She also draws attention to a third strategy which Caleb uses; flip the sound. We've found that when we teach . . . more . . . CAFE - Joan and Gail debrief a lesson using multiple strategies (VIDEO) A good lesson often looks simple to the viewer, which is why it's fun to hear Gail and Joan debrief, reflecting on the detail and thought that went into this lesson on chunking and blending sounds together. One thing they noticed as the lesson progressed was the level of sophistication the group has achieved in using these strategies which help them achieve their accuracy goal. . . . more . . . Daily 5 - Word Work, Favorite Materials When considering Word Work in the classroom, having students practice spelling their words kinesthetically and visually is an effective strategy to support moving the correct spelling into their long-term memory. We were in Wisconsin this week and the topic of Word Work materials came up time and again. What are the best Word Work materials to use? How often should we be changing the materials? If we keep in mind the goal of Word Work within the structure of Daily 5 -- the kinesthetic and visual practice of words, it helps us look at our use of materials differently. . . . more . . . FAQ - Do you do a separate Writing Workshop? A: It really depends upon the age of students and the master schedule. In our primary classrooms, if our schedule allows, we typically hold a separate Writer's Workshop outside of the Daily 5 literacy block. During Writer's Workshop, though students always have choice of topic, they don't always have choice regarding form. When we are doing small moment writing, we are all writing small moments. So, children enjoy the complete freedom of choice that comes with writing during the . . . more . . . CAFE-Historical Overview-(DOWNLOAD) One thing we love about teaching is the evolving nature of it. As professionals, we are always learning and growing, refining our craft so we can best meet the needs of our ever changing children. Many of you have asked how we got to the point where we are today…and as we look back at our journey we discover our own personal continuum. Though we have always worked very hard and have been passionate about what we do, our approaches to delivering whole group, small group, and one-on-one instruction have changed dramatically as we have become familiar with . . . more . . . Daily 5 - Work on Writing - Word Choice(VIDEO) This small group of writers is meeting with Gail and Natalie to discuss word choice. Gail uses 2 different pieces of writing to demonstrate the purpose of finding the right words. . . . more . . . Design - Organizing the Classroom Library (VIDEO) What is the state of your classroom library? Are you ready to take a look? Not just a peek, but an honest, heart to heart of the library look? • Are your students able to find good fit books they'll want to read? • Are your students successful at returning books where they belong? • Are the students managing the organization and upkeep of the library? If your library could use a makeover, but you are wondering where to begin . . . more . . . CAFE - Fluency: Read Appropriate Level Text That are a "Good Fit" - Ready Reference Guide Fluency has been kind of a buzz word in recent years. Years ago, the term fluency was used in conjunction with reading aloud, and anyone who's been transported during a great read aloud will tend to agree. A gifted reader has the ability to capture our rapt attention and launch an adventure by mixing their words with our imagination. In more recent years, the critical role fluency plays in comprehension has come to light. . . . more . . . FAQ - Are your CAFE strategies preprinted for us to post? A: While pre-made materials may be convenient, and cute or professional (depending on the grade level we teach), they are contrary to our deeply rooted belief system that has developed from years of experience in our classrooms. . . . more . . . Daily 5 - Keep The Children Reading (Article) Are you looking for something inspiring to include in your monthly newsletter before the holiday break? Are you wishing you could impart an urgency in your kids, so they won't abandon reading during their time off? Would you like to help parents with creative ideas to keep the literacy lamp burning? . . . more . . . CAFE - Vocabulary with Isabel Beck (Website) What does an expert have to say regarding vocabulary and comprehension instruction? This video snippet from Reading Rockets will give you a glimpse. One of our favorite authors in this Meet the Expert series is Isabel Beck. Her book, Bringing Words to Life: Robust Vocabulary Instruction, is one of our staples for teaching vocabulary. In this video, Isabel talks about her three tiered approach to vocabulary. Her system really helps us decide which words are worthy of our time and . . . more . . . CAFE - Fluency- Adjust Reading Rate with a small group (VIDEO) "Here is the passage. Now when I say go, read this as fast as you can." This is what fluency meant to us when we began teaching. It was all about speed, even though as early as 1908, Huey reported that fluency was reading aloud with accuracy, appropriate speed, expression and comprehension. Now we understand and endeavor to impart to our students the true meaning of fluency. . . . more . . . Cafe - Expand Vocabulary - Tune into Interesting Words Ready Reference Guide (DOWNLOAD) There has been concerted focus in education and educational research regarding the importance of vocabulary development with students. Of the many convincing reasons for providing students with instruction to build vocabulary, none is more compelling than the direct role increased vocabulary development plays on reading comprehension. . . . more . . . CAFE - Book Talks for Current Book Picks (website) Our wish is that each of you had a bookstore you loved and could count on for perfect recommendations whenever you needed them. You say you don't have one? Let us introduce you to . . . more . . . Daily 5 - I Don't Know What to Write (DOWNLOAD) "I don't know what to write about!" Do you ever hear those words in your classroom? Sometimes those seven words evoke the same emotional response in us as when a child says, "I think I'm going to throw up." When someone says, "I think I'm going to throw up." we run for the trash can, plug our noses, and escort them quickly to the nurse's office. Hmm…maybe if we did that with our stumped writers they'd have something to write about. Daily 5 is all about the fluency of writing and giving students time to practice writing. . . . more . . . CAFE - Holding Students Accountable After the Conference (DOWNLOAD) Don't you love the feeling of pleasure and satisfaction that follows a really successful informal conference with a child? You know the ones….your conversation was engaging and authentic, your teaching point was perfectly delivered and applicable, the child got back to work right away….and you wished your principal had been there to see it all play out. Then, the pleasure turns to dismay the next time you check in, because they can't remember what they were supposed to be focusing on. Sigh. We've been there. . . . more . . . Daily 5 - Book Boxes (VIDEO) Book boxes, book tubs, book bins, book bags…whatever you call them, they can be a wonderful tool for helping kids manage the books they choose to read during the literacy block. As helpful as they can be in the classroom, managing them can also provide us with many headaches and challenges. . . . more . . . Daily 5- Regarding Parent Volunteers A few things come to mind when we think of parent volunteers. We value and appreciate this valuable resource, but with the economy the way it is, more and more parents have to rely on two incomes, creating less time for them to offer support in the classroom. While we value and rely on parent volunteers in our classroom for everything from Cinderella chores to helping students memorize math facts, we hold our Daily 5 time as sacred, and respectfully ask that parents provide their help and assistance outside of that block. . . . more . . . Q- What if my students have already had experience with the Daily 5? Won't they be bored? A Colleagues are frequently concerned about students who've had one or more years experience with the Daily 5. Will they be bored? Will their learning become stagnant within the familiar framework? . . . more . . . CAFE-Keeping Up With Children's Books (Website) We recently ran into a guest teacher who was excited to see that our book fair was in progress. She wanted to stock up on books for holiday gift giving. She loves books and having deep conversations with students about what they are reading, so she enthusiastically shared what she'd read over the summer, as well as her current reading pile. We left her, feeling a little humbled by her reading feats, and thought…."Hmm, we should be reading more…but where do we begin?" We read a lot of professional material, but aren't always good about keeping up with children's literature. What we need is someone who'll just hand us the good books and say, "Here…this one is worth your time…read it!" or, "If you have kids who liked ____, then you'll want to get them this one!" Then we remembered Franki Sibberson and Mary Lee Hahn's blog www.readingyear.blogspot.com. . . . more . . . Daily 5 - Modeled Writing and Heart Words (VIDEO) Years ago we bought a professional development book that was all about modeled writing. The book was good, but produced in us a great yearning to actually see it in action. What did it really look like and sound like with children in the room? We recognize the power of real modeling, so here is your chance to see Joan in action with her little ones. Joan does a great job of of modeling and reinforcing a variety of strategies and writing targets in this short (6 minute) focus lesson. She gets an idea, prewrites verbally, discusses conventions, refers to heart words, models what to do if we come to a word that doesn't look quite right, rereads to make sure it makes sense, and adds a simile to create a clear picture in the mind of her audience. We laugh every time we hear the suggestion that the worm was as big as a.....TRUCK! . . . more . . . CAFE-Fine Tuning a Conference-Inference (VIDEO) One way to reflect on our practice and fine tune it is through the conversations with other teachers. In this video, Heather has Gail listen in and offer feedback on her one-on-one conference with Grace. Gail's feedback is specific to the structure of the conference and what is being taught. She also discusses when to move a student onto another strategy. Prior to listening to this conference, you may want to run off the "How to Confer" Download that is linked below and watch the conference with that structure in mind. . . . more . . . Daily 5 - A Website for Listen to Reading Websites are such a valuable tool! We heard from many of you regarding our list of wonderful websites for Listen to Reading. We'd like to add another, and thank the many friends who wrote about . . . more . . . Q - Daily 5 is up and going and I just got a new student. What do I do? A We always celebrate the arrival of a new student! We truly believe that if they were placed in our room it's because we need them and they need us! New students provide a perfect and often timely opportunity to review, with a purpose, what we are all about. . . . more . . . CAFE - Learning Basic Sight Words (slide show) We were in Danielle's kindergarten class in Waterville, Maine and observed her students practicing their sight words. We were struck with the independence they demonstrated during this activity. After arriving at school, each child hung up their coat, ate breakfast and found their small plastic crayon box which contained . . . more . . . CAFE - Curricular Coherence, Working Together with Interventions (DOWNLOAD) In September, our grade level meetings are characterized by lively conversations about our hopes and dreams for the students in our charge. By October they have taken on a new energy and sense of urgency. What more can we do for the students who are not meeting standard or making the progress we'd like to see? Many of our struggling students are receiving extra support via Title funds, Special Education services, English Language Learner support, tutoring, etc., but we don't always see the growth we'd like when our most at risk students leave us for fragmented portions of the day. How can we design really intentional and effective interventions for these students that will give us the needed results? . . . more . . . Design - Gathering Space and Focus Lessons (ARTICLE) When creating a culture for learning and independence, two of the essential pieces are a gathering place and focus lessons. A gathering place is an open space large enough for the whole class to gather while sitting on the floor. The space also includes a chart rack and white board for focus lessons, class created anchor (or living) charts, an overhead projector or document camera, Café Menu board and other teaching materials. We have a gathering place in every classroom we teach, regardless of the age level. Even intermediate aged students benefit from this gathering routine. . . . more . . . CAFE - Check Understanding, second in a series (VIDEO) This video is the second in a two part series looking at a small group of students in Carrie's room learning the Comprehension strategy of Check for Understanding. . . . more . . . CAFE - Recording Your Reading History (DOWNLOAD) Do you keep a Reading Log, carefully recording title, author, genre and comments regarding every book you read? Few of us do. So why do so many of us ask our students to keep a Reading Log? Is there a purpose in requiring our students to do this specific task, which so few of us do ourselves, or are we asking students to spend considerable time on a task that may not have purpose or meaning in real life? . . . more . . . CAFE - Lesson 4-Beginning the Literacy Cafe Menu: Back up and Reread (article) The million dollar question is always, "Which strategies on the Café Menu do we introduce first? Is there a standard sequential order in which we teach the strategies? Alas, if there were a perfect system to introduce strategies to all children that allowed them to become exquisite readers, no doubt we would all be using it! Instead, there are a myriad of considerations to make; we must think about the students in our class this year and their needs. Of course we must also keep in mind what has worked for students in the past as well as what we know to be true about proficient readers. Following the first three strategies we present to children, Comprehension-Check for Understanding, Accuracy-Cross Checking and Expand Vocabulary-Tune into Interesting Words, we typically layer on this comprehension strategy that also supports accuracy: . . . more . . . CAFE - Pam Reviews Cafe with her class whole group (VIDEO) This video features Pam reviewing some of the Café strategies with her class. We like her explicit explanation of her metacognition and how she thinks aloud for them so they can, in essence, see inside her head as she uses strategies while reading. She asks children to engage with the lesson by trying to figure out the strategies as she uses them. Each child has a copy of the Café Menu to refer to. After modeling, she asks . . . more . . . CAFE - Small Group - Check Understanding (VIDEO) Small group instruction is a powerful way to take full advantage of our time in the classroom teaching children. When we first began our journey of teaching small groups, we put children together by levels, so they all had the same text. The challenge was, even though it was a small group of students who read at the same reading level, they all had different needs. We had just taken the whole group problem of different children with different needs and made it a small group problem! This video gives a glimpse into Carrie's room as Joan models for Carrie how to group children by need, . . . more . . . Daily 5 - Listen to Reading Websites (DOWNLOAD) Joan was on her way to confer with a student when she froze in place, puzzled by what could be making a very distracting whirling noise. She deftly scanned the room and realized a chief rascal was missing in action. She raced to the source of the noise, the little bathroom adjacent to her room, and there sitting on the floor was Mariano, with what used to be a basket full of audio tapes on his lap. She entered in time . . . more . . . Q: I am wondering which assessments you use in your classrooms? Our district is thinking about switching from the DRA to the DRA2. Do you use the DRA2? A: We use the original DRA (Developmental Reading Assessment) in our classrooms as well as other assessments. (See below) We conduct the assessments at least 3 times a year with every student. Our initial use of the assessments is to find student strengths and greatest areas of need. The results, along with our Literacy Café Menu, are used to guide our instruction. We use the assessments throughout the year for progress monitoring and to show growth. For our more at risk kids, we assess more frequently. . . . more . . . Design - Whiteboards the multifunctional tool (VIDEO) When students sit on the floor for a focus lesson, we want them to all to be engaged. Enter....the whiteboard. In this video Joan shows you the power of the whiteboard as a tool for reading, writing, math, or any subject students are learning. There are two different . . . more . . . CAFE - Expand Vocabulary - Tune in to Interesting Words - Small Group(VIDEO) One secret to expanding vocabulary is to tune into interesting words. In this video, Joan and Carrie, a K-2 teacher, meet with a small group of students. Together they learn and practice the strategy of paying attention to words that are interesting or unique and then using prior knowledge and context to figure out the meaning of the word. The selected text is a poem. Poetry can be a great resource for teaching strategies. These students are reading at different independent levels, but are able to learn . . . more . . . CAFE - Lesson 3-Beginning the Literacy Cafe Menu: Tune in to Interesting Words (article) When introducing the Café Menu to our students, we consistently begin with the same three strategies: Check for Understanding to build Comprehension; Cross Checking, to increase Accuracy; and Tune in to Interesting Words for Expanding Vocabulary. The first lesson under Expand Vocabulary - Tune in to Interesting Words sounds something like this, regardless of our students age: . . . more . . . Introducing Small Groups to Guide Readers (VIDEO) Whew! For many of us, the hustle of getting our fall assessments done is finished! But what's next when it comes to linking these assessments to our instruction plans? In this discussion with K-2 Multiage Teacher Carrie Osterloh, Joan and Carrie talk about how to use these assessments to begin forming flexible groups. . . . more . . . Check-In Daily 5 (VIDEO) Calling all kindergarten teachers! -- if all of your Daily 5 components are up and running, you might enjoy this video demonstrating how to help children learn check-in procedures. You witness the beginning stages of teaching children how to think of and express what their first choice will be in order to speed up the check-in process. You will also observe Joan reminding students to check-in with the materials and words they are using for word work. This process begins to lay the gro . . . more . . . Recording Assessment Data (DOWNLOAD) We were talking in our staff room this week about how each year it seems as though we have more to teach and more assessments to give. One of our new teachers was talking about the disconnect she feels between the assessments we are asked to give, what we do in our classroom and the growth we see in our students. She went on to say that it feels difficult to monitor growth, real growth. When asked what she meant by 'real growth' she simply said, "You know, are they getting better at reading?" Ahhh, out of the mouths of our young teachers, simple pearls of wisdom! . . . more . . . CAFE - Accuracy - Cross Checking - Ready Reference Guide The accuracy strategy of Cross Checking is one of the first four strategies we teach, or reinforce, to all of our students. It is one of those fundamental and essential strategies we find all kids benefit from knowing. If you aren't sure of what the strategy is, or how to teach it, download this Ready Reference form. It is one of our guides that you will find for each of the CAFÉ Strategies. . . . more . . . Daily 5 - What Sets Daily 5 apart for Students (DOWNLOAD) Daily 5 is more than just five tasks. It is a system to teach all students the behaviors of independence and a structure to manage a literacy block. There are distinct and unique features to the Daily 5 which set it apart from other systems or structures we have used in our classrooms. We divided these features into two sections: What sets Daily 5 apart for teachers? What sets Daily 5 apart for students? . . . more . . .