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Annotated Archives
Here you will find a description of every article, video, audio, and resource guide posted at The Daily Cafe.
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CAFE - Learning Basic Sight Words
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 . . .
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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 . . .
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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 . . .
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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 . . .
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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 . . .
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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 . . .
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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 . . .
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CAFE - Whole Group Using 3 Strategies (VIDEO)
In this video Janet models 3 strategies in combination. Author's purpose and Text Features help deepen comprehension, and paying close attention to pictures helps expand vocabulary. The story she has selected supports the strategy instruction beautifully. Watch how she introduces these 3 strategies, involves the students in the learning, and then wraps up the lesson for the children by identifing the strategies and their use. . . . more . . .
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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 . . .
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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 . . .
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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 . . .
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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 . . .
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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 th . . . more . . .
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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 . . .
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CAFE - 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 . . .
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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 . . .
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Daily 5 - Check for Understanding - Partners Reading(VIDEO)
Check for Understanding is the workhorse of comprehension strategies. It is the one we consistently use, either consciously or unconsciously throughout our lives. It is so critical to comprehension that we teach it and revisit it during whole group and small group instruction, as well as during individual conferences. One of the places we encourage children to use this strategy is while they are Reading to Someone. . . . more . . .
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Q: Could I see a sample of your schedule?
A: We know that every classroom, school, school district and even state has its own idiosyncrasies with daily classroom schedules. Some years we get the most wonderful schedule ever, and other years - not so much. Seeing the way other teachers have scheduled their day can open up a whole new way of looking at our schedule, or it can affirm the decisions we have made. Check out these schedules below. We hope you have created your own coveted schedule!! . . . more . . .
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CAFE - Whole Class Instruction - Then and Now (ARTICLE)
When we were younger teachers, our whole-class instruction was driven by a basal reader and the lessons included in the program. They were l---o---n---g lessons where we imparted a lot of information to the entire class. Right after the lesson students went to practice what we taught, usually with a ditto or worksheet which was conveniently and helpfully provided as part of the program package. The next day, we'd teach a different l---o---n---g lesson, and students again practiced the strategy or skill we'd yammered on about with another ditto or worksheet. . . . more . . .
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CAFE - Check for Understanding - Ready Reference Guide (DOWNLOAD)
Gail was discussing the strategies on the CAFÉ Menu when Cindy, a second grade teacher announced, "I could teach these skills and strategies if I only knew what you meant by each title. And how do I know my interpretation of the strategy is the same as my teaching partners? Wouldn't it be helpful to our students if we were using the same definitions and language?" . . . more . . .
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CAFE - Debrief Check for Understanding and Coaching (VIDEO)
We often stop and reflect on our own learning after teaching a lesson. Joan and Natalie just revisited "Check for Understanding" during Read to Someone in Natalie's K-2 multiage classroom. Joan introduced checkmarks, to help remind partnerships that besides reading, they have another important job to do, which is to think about their reading and "Check for Understanding." . . . more . . .
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Daily 5 - Keeping Track of Daily 5 Choices (DOWNLOAD)
Children love knowing what will happen during each day. Many teachers put daily schedules on their board and review it with their class each morning. Children refer to this throughout the day. Once it is on the board, children own the schedule and keep teachers on task. Very often you will hear "Teacher, it's 10:30. We should be reading." There is comfort in knowing what to expect. As with any schedule, once children learn the structure and schedule of the Daily 5, they love it. Yet this schedule is different from the typical daily schedule in a few ways, both for the teacher and for the students. . . . more . . .
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CAFE - Lesson 1 - Beginning The Literacy Cafe Menu: Check for Understanding (ARTICLE)
We both love a good recipe. When someone cooks or bakes something we like, we ask for the recipe -- and then when it's given to us, we ask for even more advice. Are there any special tips we should know before baking in our wet Seattle climate? Are there any ways the veteran chef has changed the recipe to make it even tastier? We get as much detailed advice as we can before trying a new recipe. It's a funny thing though -- we want as many details as possible so the recipe will turn out well, but we inevitably end up adjusting the original to make it our own. . . . more . . .
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Daily 5 - Supporting Individuals Choosing Good Fit Books
When a child asks for help (or it becomes apparent to us that they need help) finding a Good Fit book, we go through the same process each and every time. First we ask them what their purpose is. They might want to do research for a report they are working on, or find a new author to love, or get lost in an entertaining story during Read to Self. . . . more . . .
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Daily 5 - Picking Good Fit Books (ARTICLE and DOWNLOAD)
Reading "Good Fit" books is absolutely imperative if students are to progress as readers. Children must spend the majority of their independent reading time engaged in books which they can decode and comprehend at very high levels. The challenge is how? How do we impart the urgency and know-how so students can successfully self select books they have a purpose for reading, are interested in, and can read as well as understand? . . . more . . .
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Daily 5 - Substitute Plans (DOWNLOAD)
So many teachers love Daily 5 but worry about what to do when they must be absent from the classroom. "How do you explain to a guest teacher the structure of Daily 5?" "Do you have guest teachers lead your guided groups?" These are just a couple of the questions we are asked repeatedly by Daily 5 users around the world. Below are a couple of different looks at Substitute Plans. We are including our plans as well as those from two dynamite teachers, Patti Johnson and Angie Freeland, who are from Stoney Creek Elementary in Michigan. We had the joy of meeting them in Illinois last spring and with their permission, we are sharing not only their plans for when a guest teacher is in their rooms, but this note from them as well: . . . more . . .
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Daily 5 - Independent Work with Kindergarten (VIDEO)
We once saw a sign on a classroom door which read, "Teaching kindergarten is like trying to organize earthworms." Those of you who teach classrooms full of nothing but ego-centric five year olds may be saying, "Amen, Sisters!" So, what does Daily 5 look like in a straight kindergarten (as opposed to the K-2 example already posted)? Let's peek into Joan's Kindergarten as the youngest learners in the school work independently with their Daily 5 choices and she sidles up to cozily confer with her little individuals. . . . more . . .
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Daily 5 - Whole class Independent Work (VIDEO)
What does a real live classroom really look like when all of the components of Daily 5 are up and running? We get to peek into Carrie's K-2 classroom. Her students have been taught independence for all of the Daily 5 components and have been given the element of choice when determining the order with which they will participate in the components. You will see Read to Self, Read to Someone, Work on Writing, Word Work and Listen to Reading taking place simultaneously. . . . more . . .
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Daily 5 - Caleb Shares His Writing (VIDEO)
Wrapping up a session of Daily 5 with a purposeful and focused sharing time is a powerful way to review the strategies taught during the day and to review strategies previously covered. Sharing time also provides students with an opportunity to reflect on their own work, share their progress, and celebrate the growth of others. In order to keep interest high, we typically follow a few different sharing formats. . . . more . . .
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CAFE - Curriculum Calendar (DOWNLOAD)
During our CAFE classes, we share the form we use for mapping out our whole group lessons for the year. We refer to this as our Curriculum Calendar. Many of you have asked for a copy of our Curriculum . . . more . . .
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Daily 5 - Tour Word Work Materials (VIDEO)
Many of the questions we receive about Word Work revolve around materials. Children begin to internalize spelling when they can manipulate letters, touching and moving them into correct order. Michael Grinder calls it developing their "Muscle Memory". The materials we use are conducive to this manipulation of letters. . . . more . . .
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Daily 5 - Launching Word Work - I Chart (VIDEO)
Word Work is one of the last Daily Five components to be launched. In this video, Joan and Carrie introduce Word Work and record behavior expectations on the "I" chart. You'll notice that familiarity with this process makes launching go quickly and students are able to contribute desirable behaviors with ease. One student even refers to previous "I" charts in order to see what might be transferred to Word Work. . . . more . . .
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Daily 5 - An Organizational Tool (VIDEO and DOWNLOAD)
Natalie came from a school with a very structured reading program. She loves Daily Five, but in her first year of using it, felt a need to come up with a structure for managing the morning so her focus lessons and the timing of each round felt intentional. She also wanted to ensure that she was meeting with each student in her room as their needs dictated. If you tend to be like Natalie in your love of structure and order, check out this video then you may want to download her tool to use yourself or to inspire you to create a system that perfectly matches your own style and need. . . . more . . .
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Daily 5 - Read To Someone - Book Choice (VIDEO)
Have your students ever had difficulty deciding which book to read during Read to Someone? You have probably witnessed the same thing we have...each partner brings their chosen book and the pair wastes considerable valuable reading time negotiating (or arguing) about who's book they are going to read...sigh. In this video, Joan and Natalie teach students three strategies for choosing what to read while modeling respectful behaviors. . . . more . . .
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Daily 5 - Read to Someone - Picking A Partner (VIDEO)
Choosing a partner is a very sophisticated strategy. We used to just say, "Pick a Partner and get to work." Moments later we'd be wondering why they were not being successful. Though we were tempted to discontinue the use of partners, we believed in the importance of partner reading, so we persisted to find a way to help make the procedure successful. After task analyzing the process of Choosing a Partner, we broke it down into a few steps that could be replicated each time students chose partners. In this video you will see Joan and Natalie teach these steps to Natalie's class. We teach this strategy during the first weeks of school, even before we launch Read to Someone, so they will be ready not only for that, but for partner work in all other subjects as well. . . . more . . .
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Daily 5 - Debrief Picking Partner (VIDEO)
In this video, Natalie and Joan converse about how things are going with the Read to Someone portion of the Daily Five. Natalie shares what is going well, as well as the things that need some fine tuning. If you have dealt with issues like students always choosing the same partner, trying to manage the number of students who select Read to Someone, or wanting to foster a culture of kindness and respect toward others, you'll enjoy the troubleshooting tips Joan shares. . . . more . . .
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Daily 5 - Book Boxes - Changing the Books (VIDEO)
Book boxes in a classroom are a wonderful tool used by teachers all over the world. In some classrooms they are magazine holders, in others, zip-lock bags. Whatever the material of the box, the allure of having a portable vessel to hold good fit books for children can be great. However, along with this wonderful tool in the classroom, there are always questions that arise, "How often do I change the books?" "How many books should be kept in each box?" "Where do the books in the student book boxes come from?" This week begins a two-part video series on books boxes. Week one addresses the management of the books, when to trade them and ideas on how to trade out the books. . . . more . . .
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Design - Ginny's Classroom Map (DOWNLOAD)
It's hard for us to imagine that some of you have been back to school for weeks. Most of us here in the Northwest are just beginning our pilgrimage back to set up our classrooms in anticipation of th . . . more . . .
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CAFE - Literacy Cafe Menu Bulletin Board Headings (DOWNLOAD)
We have received overwhelming requests from members to make available downloads of the Literacy Cafe headings we use on the bulletin board in our classroom. So here they are! There is a link below to each heading, one large 8x10 and one small 5x8, for you to download and print off if you wish. This is the only component of our Cafe Menu Bulletin Board that is teacher made. All of the strategy cards are created by students. We used to make the strategy cards on our computer, complete with beautiful fonts and clip-art, but now we don't. We've learned over time that the person who does the most work does the most learning. We sure learned a lot that year we created all the cards. What we learned is that the students didn't actually SEE the cards when we created them. Students never used the cards or referred back to them when they were created by us. Now, the words are in their handwriting and they like looking at the pictures their classmates create to illustrate the strategies. . . . more . . .
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Tip of the Week August 22, 2008
Literacy Cafe' Bulletin Board Headings We have received overwhelming requests from members to make available downloads of the Literacy Cafe headings we use on the bulletin bo . . . more . . .
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CAFE - Joan takes you on a tour of the Pensieve, or Conferring Notebook (VIDEO)
One thing our colleagues are most curious about is our conferring notebook, or as we have nicknamed it, our Pensieve. This tool holds all of our most important thoughts and notes as we work with our children via whole group, small group and one-on-one conferring. Coming up with the "perfect" system for keeping anecdotal notes is a little like shopping for the perfect purse or briefcase. You know what it's like…you open it, take the stuffing out…imagine your own things in the various pockets and compartments, buy it….only to feel months down the line that there must be a more perfect version out there, and the hunt begins again. . . . more . . .
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Daily 5 - Troubleshooting (DOWNLOAD AND VIDEO)
The number one question we hear from teachers using Daily 5 is, "What do I do about students who struggle to sustain interest in independent tasks?" This video is the first in a series titled, "Troubleshooting Daily 5: Working with Kids Who Struggle with Independence." It features some of our favorite Trouble Shooting Tools being used with Alise, a second grade student who has a very difficult time staying in one spot and reading the whole time. Her off task behaviors are inhibiting her ability to grow as a reader. . . . more . . .
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Five Levels of Support for Barometer Children (DOWNLOAD)
Wouldn't it be wonderful if every student was independent following the 10 Steps to Independence instruction? "Ahh, yes," we think as our minds momentarily float in that pleasant day dream. The truth is, the daily routine we are embroiled in provides us with rich opportunities to practice patience and provide support to that one child (or possibly few children) who will not be successful without additional practice and scaffolding. It is worth our effort! At the end of the year, we often say "Ahh, yes." for real when we see the growth and progress that our most challenging students have made. The specific steps we take to scaffold Barometer Children are outlined below. . . . more . . .
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Daily 5 Literacy Block (DOWNLOAD)
In our book, we created a visual look at the structure of The Daily 5 in the classroom. It is a variation of the traditional workshop model with a short, focused whole group lesson, brief whole group lessons in between each round and sharing at the end.
The form below gives an alternate view of the Daily 5 Structure and comes from our friend Lynn Senecal, who has graciously agreed to let us share it with you. Lynn has taken the structure and moved it from our circular representation to a linear view. . . . more . . .
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Daily 5 - Quick Start Guide #1 Read to Self (DOWNLOAD)
This is the first Daily 5 we introduce to students. We typically teach this on the very first day of school, but you can choose any day to begin the Daily 5. This is Part I of Launching Read to Self. The Quick Start Guide Part II of Launching Read to Self will feature video relating to revising the "I" Chart and supporting our Barometer Students. . . . more . . .
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Daily 5 - Three Ways to Read a Book (ARTICLE)
We find this to be a foundational lesson before we introduce Read to Self. It's necessity became very clear one year as we were asking students to read to themselves and about one half of our first graders chimed in, "I don't know how to read". How could we possibly ask students to read silently if they truly did not possess reading skills? At that time we would partner students up or create a center for them to do, because they couldn't read words yet. We heard a similar story with our older students who were ELL, just arriving to our country and not being able to read English. Without . . . more . . .
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CAFE - Check for Understanding - Whole Group lesson (VIDEO)
The comprehension strategy 'Check for Understanding' is one of the first strategies we teach all of our students on the first days of school, along with "3 Ways to Read a Book" and "Good Fit Books" for our older students. This is one of the strategies we refer to as a "preteaching" lesson. We teach this strategy and reinforce it often, since it is a strategy readers do on their own and when reading with a partner. In this video, Joan team teaches with Natalie in her K-2 multiage class. Together they practice the Check for Understanding strategy in front of the class. This strategy lesson happens to be anchored to Read to Someone, which is a critical link in the success of Read to Someone. . . . more . . .
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CAFE - Joan and Daniel talk about goals for Maria (VIDEO)
In this third of a three part video series, Daniel and Joan work together to set goals for Maria, one of Daniel's youngest ELL learners. After discussing what she already knows, they decide to move her forward by using something Maria is very interested in...the letters in her name.
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Design - Classroom Supplies-a Simple Idea (VIDEO)
One question we are repeatedly asked is, "What is the best way to manage our classroom supplies?" There are many "best" ways to organize, display and make student supplies accessible. Joan and her students love the sense of community that comes from sharing supplies. She'll give you a quick peek at what that looks like in her classroom via the video below. It used to be that we only thought about labeling supplies with pictures for our youngest learners. However, we have found going visual with as many things as possible provides scaffolding for our English Language Learners and helps prepare the way for the success of all, regardless of age. . . . more . . .
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Design - Library Makeover, Part III (DOWNLOAD)
The past two Tip of the Week entries addressed Classroom Libraries, a Fresh Way to Organize. The first part of the series featured the process we went through to organize our class library. In the second portion, we posted a couple of looks at the library table of contents. In this third and final portion of the series, we focus on the tubs themselves. A big part of setting up a classroom library which empowers children to independently self select and return just right books is making sure the tub labels are child friendly. Some teachers have students create the labels for tubs as shown in the photo above. Others create the labels on their computer. Do whatever works best for you. We wrap up our Library series this week with copies of labels for tubs that you can use as is, or as a springboard for your own personalized library. . . . more . . .
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Cafe - One-on-one Conferring (VIDEO)
This is the second video in this series, and we got excited when we watched it for the first time because it is a perfect example of a teacher really knowing and understanding more than their confidence level will let them believe. Daniel is a new kindergarten teacher. Joan offers him a conferring sheet that will scaffold his one-on-one instruction because he has a desire to glean more information from his observations and assessments in order to guide his teaching. You will notice as you watch that Joan doesn't really provide him with new information regarding Maria, but articulates and organizes what Daniel has already shared to confirm the direction he already believed was necessary. . . . more . . .
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Daily 5 - Graphing Stamina (DOWNLOAD)
We know from experience that making a goal visible helps us stay motivated to achieve it. Our kids aren't any different, so we use this graph to help inspire the growth of stamina in our rooms. We introduce it on day one and update it daily so students can see how long they were successful at Reading to Self, Working on Writing, etc. We have found that our students are able to push themselves a bit farther when we record their progress and make it visible. We think you'll like it too. . . . more . . .
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CAFE - Assessment Area (VIDEO)
Joan is going to take you on a tour of the assessment area in her classroom and show you the system she uses for organizing her assessments. How she stores the data she collects so she can use it for instructional purposes really works for her. If you are looking for a way to organize and store your assessments, wondering what to do with assessment sheets once they are filled up, or hoping to design an assessment area for yourself, this video may be helpful. . . . more . . .
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CAFE - Conferring with Maria, a beginning reader: Part I (VIDEO)
In this first of a three part video series, Joan and Daniel (a featured teacher on our site) confer with Maria about the letters in her name. Names are important and unique, and many kindergartners come to school with a real sense of urgency to be able to spell, write and read their own names. The conference focuses on the letters and sounds in Maria's name and really meets her zone of proximal development since she knows all the letters in her name except for one. Watch as Joan layers the conference with new learning and a look toward future learning. . . . more . . .
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Design - Phases of an Environmental Change
This download details the phases we go through when making an environmental change in our classrooms or any classroom we help redesign. This is especially helpful if you are already in the particular classroom. If you are moving to a new school, you will skip the part where you move all the furniture out...you have already done that! This form dovetails with our other Design downloads . . . more . . .
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CAFE - Accuracy, Flip the Sound (VIDEO)
Flip the Sound is a powerful accuracy strategy that not only helps students figure out words independently, but aids them in the process of monitoring and thinking about their reading. Joan introduces the strategy to a delightful group of first graders, but it is a strategy that works with older beginning readers just as well in the context of a one on one conference. . . . more . . .
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Daily 5 - Circular Graphic (DOWNLOAD)
Here is one look at the big picture of The Daily 5 and how it works within a literacy block. This chart is similar to the graphic on page 14 of our book, The Daily 5. When we originally developed this form, it was in an effort to show the similarity between a traditional 'workshop' model and The Daily 5 structure. The biggest difference with The Daily 5 is that instead of one focus lesson, one work time, and one sharing time, three to five smaller workshops are woven into the literacy block. Each 'round' of Daily 5 includes a focus lesson, as well as an independent work time which allows the teacher to provide small group and one on one instruction. . . . more . . .
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Daily 5 - The Daily 5 Linear Graphic (DOWNLOAD)
On page 14 of our book, The Daily 5, there is a circular graphic of how we originally visualized this structure. Then our friend, Lynn Senecal from the Quebec school system, showed us the linear representation she created. We love how her brain works and have found her depiction makes the structure clear for people who may struggle with our illustration. We are grateful to Lynn for giving us permission to share her graphic, and for letting us modify it to show how flexible the structure is for meeting the needs of various age groups as well as the differing time constraints facing each of us. . . . more . . .
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CAFE - Comprehension - Whole Class - Predict and Confirm (VIDEO)
While working with the comprehension strategy of Predict and Confirm, Gail weaves in the processing strategy of Turn and Talk. Engaging all students in a whole group lesson can be difficult. At times it feels like the teacher is holding the conversation and learning with the one student who raises their hand the fastest and is called on most often. Turn and talk, moves students from being passive receivers of information to active constructors of meaning. Gail involves them in thinking . . . more . . .
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CAFE - Comprehension - Whole Class - Determining The Author's Purpose (VIDEO)
How do we help students understand and utilize the strategy of determining importance? Christie tells her students the secret...we have to know why authors write. After turning and talking, Christie's students share out a couple of the authors purposes they discussed. Christie then nudges them to give examples of books and titles that validate their thinking. Our state learning standards require proof of student . . . more . . .
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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 . . .
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CAFE - Expand Vocabulary (VIDEO)
In this video, Christie works with a fourth grade student named Herman. She approaches the one-on-one conference with the usual focus on comprehension, and takes time to model a variety of vocabulary development processes and strategies that will help him reach his goal of increasing vocabulary. . . . more . . .
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CAFE - Vocabulary - Setting a Reading Goal (VIDEO)
Ethan, a fourth grader, shows us how much students know about themselves as readers, especially if we ask. Since vocabulary is his goal, Heather and Gail discuss how to monitor increased vocabulary, and how to structure an individual conference with a student who is reading above grade level. . . . more . . .
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CAFE - Literacy Cafe Menu (PHOTO)
Thousands of you have asked to see a photo of The Café Menu in our Classroom. Here is a picture of Joan's Café Menu taken in early November of last year. The Café starts with the black heading titles at the top and the colored sheets below. Beginning the first day of school, we start introducing and teaching the strategies from the Café Menu. Once the strategies are taught and modeled for a few days, we have a child take a blank card from the cache of cards located in a clear pocket on the lower left side of the Café board, write up the strategy and post it in its correct place on the board. The Café Menu board is built together. Once each child has been assessed, together we look at the Café Menu and set their goal: Comprehension, Accuracy, Fluency or Expand Vocabulary. Each child then takes a small sticky note, writes their name on it and puts it below the Café Menu title that corresponds with their goal. . . . more . . .
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Design - Consider the Walls
"The quality of the classroom environment is one of the key non-verbal messages students receive in their schooling. Classrooms that are warm, bright, attractive, stimulating, and cared for send children a powerful message that the teacher values them as individuals and is committed to their learning and achievement. High-quality classrooms convey a sense of comfort, respect, and stability within which positive behaviors and learning skills can be developed." John Visser (May 2001) . . . more . . .
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Design - Classroom Architect
Do you want to play around with redesigning your classroom and trying out different layouts without breaking your back? If so, you will want to check out this link. This web tool gives you the flexibility to look at different classroom layouts and move all the furniture in your classroom over and over again…with just the touch of your mouse. Put in the dimensions of your classroom and then slide around the different types of furniture based on what you have in your own room. The size of the furniture automatically adjusts to scale. . . . more . . .
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Design - Making Classroom Walls Work (SLIDESHOW)
When we were beginning teachers our classroom walls looked very different than today. We used to have a different colored paper on each wall, with a variety of borders. We realize now having each bulletin board a different color; each border a different pattern creates high visual noise in our rooms. This noise can elevate the level of distraction for our at risk kids as well as turn the focus to the bulletin boards themselves rather than the thinking placed on them. Below is a slideshow of the boards in Joan's classroom showing how we can make our classroom walls work for us. . . . more . . .
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CAFE - Cross Checking Lesson Plan (DOWNLOAD)
Cindy, a teacher at Gail's school, once remarked during a conversation, "I can teach the strategies if you give me a clue as to what you mean by 'flip the sound', or 'cross checking', etc. Shouldn't we all be consistent with our terminology and teaching so we don't confuse the students?" We realized she was right! We all peek at the CAFÉ Menu through the lens of our own background knowledge, and it would be really helpful if we could synchronize our understanding and vocabulary. . . . more . . .
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Daily 5 History - What Do The Kids Remember (VIDEO)
While Gail was in Heather's fourth grade classroom, they took a few moments prior to introducing the Daily Five to review what the students remembered about it from their previous years. It was enjoyable watching and listening as they reminisced, sharing their most vivid memories of Daily Five, some of which surprised us. We also use this lesson to wrap up . . . more . . .
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CAFE - Accuracy Picture Clues (VIDEO)
The power of utilizing pictures while reading can bridge the gap between being unable to read a new word and reading successfully, especially for our beginning readers and our English Language Learners. In this video, Janet works with a group of students who are beginning to break the reading code. The purpose of this lesson is to teach students how to use the pictures to figure . . . more . . .
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CAFE - Accuracy Cross Checking - Part 1 (VIDEO)
As an adult, what do you do when you come to a word that you don't know or doesn't make sense? You probably use the strategy modeled in this video called Cross Checking. Cross Checking is an accuracy strategy as useful to emergent readers as it is to adults. It is the process of slowing readers down when they come to a word they don't know, or one that doesn't make sense, and applying the strategy to the unknown word. . . . more . . .
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Design - Conferring Locations (SLIDESHOW)
Where do you meet with small groups of children or confer one on one with your students? Envisioning how to set up a classroom in a way that will accommodate the diverse needs of our students can be easy, once you've seen examples you like. This slide show will give you a tour of how Joan's room is set up to lead cozy small group instruction as well as individual conferences. . . . more . . .
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CAFE - Steps for Conferring (DOWNLOAD)
When people started asking us to share what our conferences with children looked and sounded like, we had to step back and be really cognizant of the elements that created their structure. We began taking notes, writing down exactly what we were doing and saying, and e-mailing them back and forth to each other. As we poured over them, a common thread became apparent…we weren't focusing so much on what they were reading and how they liked it and when they thought they would finish, etc. (an informal conference), but had shifted to a conference that was more like a coaching . . . more . . .
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CAFE - Accuracy - Modeling How to Confer and Trade a Word (VIDEO)
Gail models use of the conferring form during a conference with a second grader named Davis. Davis is just learning about goal setting and beginning to identify the strategies he uses. This conference is a great example of the "Trade a Word" strategy. You'll notice how Gail identifies the strategy for Davis and then layers "Cross Checking" onto his repertoire of accuracy strategies. The structure of a conference and the conferring form are . . . more . . .
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CAFE - Conferring Sheet Sample - Part I (DOWNLOAD)
Our conferring used to consist of in-depth conversations with students which focused on their family, their feelings about reading, elements of story grammar and good summaries. We believed that in order to have a meaningful conference we had to have first hand knowledge of the text so we could hold them accountable for really reading, and not, as Cris Tovani coined, "Fake Reading." We were, to some degree, the reading police. Subtly over time our conferences took on the roll of support . . . more . . .
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Design - Classroom Seating Options (SLIDESHOW)
Our friend Lori said she knows summer is over when she lays in bed at night and mentally moves furniture around her classroom. Thoughtful seating options have the power to make our classrooms work more efficiently and productively. So, if you are mentally or physically setting up your classroom for a new school year, you may want to look at the variety of seating options shown in this slideshow. . . . more . . .
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CAFE - Conferring Sheet with Icons - Part II
(DOWNLOAD)
This form reflects our newest form that we include in our Pensieve. We use it to scaffold teachers who are new to using a conferring notebook. It will help keep your conferences short and focused. This is the blank version of the Sample Conferring Sheet seen in the first part of this series. The icons are intended to be visual reminders of conference components, but if you prefer a form without icons, stay tuned for part three of this series. . . . more . . .
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CAFE - Conferring Sheet, Reading - Part III (DOWNLOAD)
If you prefer a conferring form without icons, here it is. We run them back to back and keep a copy for each child in our pensieve. When the form is full of writing, we replace it with a clean one and transfer the full one to our assessment notebook or student file. These become an invaluable source for celebrating growth . . . more . . .
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CAFE - Holding a Student Accountable for Reading (VIDEO)
Do you find that your older students or your reluctant readers of any age are frequently abandoning books? Pam, a sixth grade teacher shows us one way to address this situation with her student Artur. Pam confers with Artur about his goal of reading twenty minutes each night and logging in details about his reading. After he shares many of his reasons for not reading for twenty minutes, Pam gets to the heart of the issue, he continues to abandon books. She sets the expectation that . . . more . . .
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CAFE - Fluency - Back Up and Reread (VIDEO)
In this video, Kelly reviews Chloe's reading goal of fluency and the strategy back up and reread. Watch what happens to Chloe's pace when Kelly asks her to go back and reread to make the reading smooth. After that little reminder, Chloe moves from robot reading to the fluent pace of a proficient reader. Kelly sends Chloe off to practice the strategy of rereading . . . more . . .
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