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 | 12.8k | 2 years 5 months |
| Alignment of Daily 5 & CAFE with Cambridge Learning Outcomes | CAFE | 0 | 10.8k | 3 years 10 months |
| CAFE strategies book list | CAFE | 10 | 6.8k | 3 years 11 months |
| Alignment with Australian Curriculum | CAFE | 4 | 2k | 4 years 1 month |
| Lesson Planning | CAFE | 0 | 2.5k | 5 years 10 months |
| Question about Comprehension--Use Prior Knowledge to Connect with Text | CAFE | 0 | 1.5k | 5 years 10 months |
| Sharing Videos Online | CAFE | 2 | 1.8k | 5 years 10 months |
| Daily 5, small groups, and conferring 6 feet away | CAFE | 4 | 2.4k | 5 years 10 months |
| New Ready Reference guides | CAFE | 6 | 3.3k | 5 years 11 months |
| Mini Lesson Variety | CAFE | 1 | 2.6k | 5 years 11 months |
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