Many of our teachers are moving from guided reading where they felt like they had richer, deeper discussions about book to CAFE which is mostly one to one. We’re looking for suggestions on how to keep that part of guided reading, which many of us loved and use CAFE. Any thoughts?
During mini-lessons, read alouds with a comprehension focus allow for those discussions. If it’s a longer book, stopping at a particularly interesting point, or when predictions can be made, you can finish up the discussion during another mini-lesson time.
I suggest buying Power Reading Workshop by Laura Candler. You can download the ebook from Teachers Pay Teachers and will teach you how to do it.
Here’s a link to a little article about longer books:
http://www.thedailycafe.com/articles/using-longer-stories-for-focus-lessons
| Title | Category | Replies | Views | Activity |
|---|---|---|---|---|
| Is CAFE going to be aligned with the Texas TEKS? | CAFE | 8 | 3.1k | 2 months 2 weeks |
| Alignment of Daily 5 & CAFE with Cambridge Learning Outcomes | CAFE | 0 | 1.4k | 1 year 8 months |
| CAFE strategies book list | CAFE | 10 | 5.5k | 1 year 8 months |
| Alignment with Australian Curriculum | CAFE | 4 | 1.1k | 1 year 10 months |
| Lesson Planning | CAFE | 0 | 1.5k | 3 years 7 months |
| Question about Comprehension--Use Prior Knowledge to Connect with Text | CAFE | 0 | 817 | 3 years 7 months |
| Sharing Videos Online | CAFE | 2 | 1k | 3 years 8 months |
| Daily 5, small groups, and conferring 6 feet away | CAFE | 4 | 1.4k | 3 years 8 months |
| New Ready Reference guides | CAFE | 6 | 2.3k | 3 years 8 months |
| Mini Lesson Variety | CAFE | 1 | 1.5k | 3 years 8 months |
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