CAFÉ LESSONS
Core Elements:
1. The teacher keeps records, including a calendar, on individual students. This is a formative assessment approach to individualized instruction using the CAFÉ framework (comprehension, accuracy, fluency, and expand vocabulary).
2. Children meet with the teacher during literacy workshop conferences to be assessed, to receive focused, explicit instruction, to set goals, and then to follow up on progress. The teacher tracks students’ progress and together teacher and student set reading goals.
3. The teacher plans small-group instruction based on clusters of students with similar needs in one of the CAFÉ categories. These groups are flexible, based on needs rather than ready levels.
COMPREHENSION
“I understand what I read.”
Check for Understanding
http://mrsmills.weebly.com/uploads/1/0/2/4/1024479/rrf_comprehension_check_for_understanding.pdf
http://cafeminilessons.blogspot.com/2010/11/checking-for-understanding.html
Back Up and Reread
http://mrsmills.weebly.com/uploads/1/0/2/4/1024479/rrf_comprehension_back_up_and_reread.pdf
Monitor and Fix Up
http://www.thedailycafe.com/Parent_Pipeline_~_Monitor%20and%20Fix%20Up%5B1%5D.pdf
http://www.liketoread.com/read_strats_fix_it_up.php
http://www.busyteacherscafe.com/literacy/fixup_strategies.html
Retell the Story
http://cafeminilessons.blogspot.com/search?q=Retell
http://cafeminilessons.blogspot.com/2010/12/retell-story.html
http://www.liketoread.com/read_strats_retell.php
Use Prior Knowledge to Connect With Text
http://www.thedailycafe.com/RRF%20Comprehension_Use%20Prior%20Knowledge%20to%20Connect%20with%20Text.pdf
http://reading.ecb.org/teacher/priorknowledge/pk_teachingtips.html
http://www.jimwrightonline.com/pdfdocs/priorknow.pdf
Make a Picture or Mental Image
http://www.readwritethink.org/classroom-resources/lesson-plans/mind-pictures-strategies-that-792.html?tab=4#tabs
http://www.scholastic.com/teachers/lesson-plan/vivid-mental-images
Ask Questions Throughout the Reading Process
http://www.thedailycafe.com/RRF%20Comprehension_Ask%20Questions%20Throughout%20the%20Reading%20Proce.pdf
Predict What Will Happen Use Text to Confirm
http://www.thedailycafe.com/RRF%20Comprehension_Predict%20What%20Will%20Happen_%20Use%20Text%20to%20Conf.pdf
http://cafeminilessons.blogspot.com/2010/12/predict-what-will-happen-use-text-to.html
Infer and Support With Evidence
http://www.thedailycafe.com/RRF%20Comprehension_Infer%20and%20Support%20with%20Evidence.pdf
Use Text Features (titles, headings, captions, graphic features)
http://www.thedailycafe.com/RRF%20Comprehension_Use%20Text%20Features.pdf
http://www.scholastic.com/teachers/lesson-plan/teach-text-features-read-nonfiction
http://cia.indiana.edu/files/ITRI_3_TF.pdf
Summarize Text: Include Sequence of Main Events
http://www.thedailycafe.com/RRF%20Comprehension_Summarize%20Text_%20Include%20Sequence%20of%20Main%20E.pdf
http://cafeminilessons.blogspot.com/search?q=Summarize+text
Use Main Idea and Supporting Details to Determine Importance
http://www.thedailycafe.com/RRF%20Comprehension_Use%20Main%20Idea%20and%20Supporting%20Details%20to%20De.pdf
http://literacyteacher.com/teaching-literacy/123-summary-activity/
http://www.scholastic.com/teachers/lesson-plan/organizing-main-ideas-and-supporting-details
Determine and Analyze Author’s Purpose and Support With Text
http://www.thedailycafe.com/RRF%20Comprehension_Determine%20and%20Analyze%20Author's%20Purpose%20and.pdf
Recognize Literacy Elements
(genre, plot, character, setting, problem/solution, theme)
http://www.thedailycafe.com/RRF%20Comprehension_Recognize%20Literary%20Elements.pdf
Recognize and Explain Cause and Effect Relationship
http://www.thedailycafe.com/RRF%20Comprehension_Recognize%20and%20Explain%20Cause%20and%20Effect%20Rel.pdf
Compare and Contrast Within and Between Text
http://www.thedailycafe.com/RRF%20Comprehension_Compare%20and%20Contrast%20Within%20and%20Between%20Te.pdf
http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-compare-contrast-structure-54.html
ACCURACY
“I can read the words.”
Cross Checking…Do the pictures and/or words look right? Do they sound right? Do they sound right? Do they make sense?
http://www.thedailycafe.com/RRF%20Accuracy_Cross%20Checking.pdf
Use the Pictures…Do the words and pictures match?
http://www.thedailycafe.com/RRF%20Accuracy_Use%20the%20Picture.pdf
Use Beginning and Ending Sounds
http://www.thedailycafe.com/RRF%20Accuracy_Use%20Beginning%20and%20Ending%20Sounds.pdf
http://cafeminilessons.blogspot.com/2010_11_01_archive.html
Flip the Sound
http://www.thedailycafe.com/RRF%20Accuracy_Flip%20the%20Sound.pdf
Blend Sounds; Stretch and Reread
http://www.thedailycafe.com/Parent%20Pipeline%20~%20Blend%20Sounds_%20Stretch%20and%20Reread.pdf
Chunk Letters and Sounds Together
http://www.thedailycafe.com/RRF%20Accuracy_Chunk%20Letters%20and%20Sounds%20Together.pdf
http://cafeminilessons.blogspot.com/2010/12/chunk-letters-and-sounds-together.html
Skip the Word, Then Come Back
http://www.thedailycafe.com/RRF%20Accuracy_Skip%20the%20Word%20Then%20Come%20Back.pdf
Trade a Word/Guess a Word That Makes Sense
http://www.thedailycafe.com/RRF%20Accuracy_Trade%20a%20Word.pdf
FLUENCY
“I can read accurately with expression, and understand what I read.”
Voracious Reading
http://www.thedailycafe.com/RRF%20Fluency_Voracious%20Reading.pdf
http://cafeminilessons.blogspot.com/2010/12/voracious-reading.html
Read Appropriate-Level Texts That Are a Good Fit
http://www.thedailycafe.com/Parent%20Pipeline%20~%20Read%20Appropriate%20level%20texts%20that%20are%20a%20good%20fit.pdf
http://cafeminilessons.blogspot.com/2010/11/read-good-fit-books.html
Reread Text
http://www.thedailycafe.com/RRF%20Fluency_Reread%20Text.pdf
Practice Common Sight Words and High-Frequency Words
http://www.thedailycafe.com/RRF%20Fluency_Practice%20Common%20Sight%20Words%20and%20High-Frequency%20W.pdf
http://w4.nkcsd.k12.mo.us/~kcofer/fry_words_pg.htm
http://cafeminilessons.blogspot.com/2010/12/practice-common-sight-words.html
Adjust and Apply Different Reading Rates to Match Text
http://www.thedailycafe.com/RRF%20Fluency_Adjust%20and%20Apply%20Different%20Reading%20Rates%20to%20Matc.pdf
Use Punctuation to Enhance Phrasing and Prosody (end marks, commas, etc.)
http://www.thedailycafe.com/RRF%20Fluency_Use%20Punctuation%20to%20Enhance%20Phrasing%20and%20Prosody.pdf
EXPAND VOCABULARY
“I know, find, and use interesting words.”
Voracious Reading
http://www.thedailycafe.com/RRF%20Fluency_Voracious%20Reading.pdf
Tune In To Interesting Words and Use New Vocabulary in Speaking and Writing
http://mrsmills.weebly.com/uploads/1/0/2/4/1024479/rrf_expand_vocabulary_tune_in_to_interesting_words.pdf
http://cafeminilessons.blogspot.com/2010/12/teaching-students-to-tune-into.html
Use Pictures, Illustrations, and Diagrams
http://www.thedailycafe.com/RRF%20Expand%20Vocabulary_Use%20Pictures,%20Illustrations,%20and%20Diagr.pdf
Use Word Parts to Determine the Meaning of Words (prefixes, suffixes, origins, abbreviations, etc.)
http://www.thedailycafe.com/RRF%20Expand%20Vocabulary_Use%20word%20parts%20to%20determine%20the%20meanin.pdf
http://betterlesson.com/lesson/64783/define-words-using-word-parts
http://www.vocabulary.co.il/prefixes/intermediate/elementary-prefix-meaning/
http://www.pearson.com.au/LinkedFiles/Free/9780733917288/eo3lang.pdf
Use Prior Knowledge and Context to Predict and Confirm Meaning
http://www.thedailycafe.com/Parent%20Pipeline%20~%20Use%20Prior%20Knowledge%20and%20context%20to%20predict%20and%20confirm%20meaning.pdf
http://reading.ecb.org/teacher/priorknowledge/pk_lessonplans.html
Ask Someone to Define the Word For You
http://www.thedailycafe.com/RRF%20Expand%20Vocabulary_Ask%20Someone%20to%20Define%20the%20Word%20for%20You.pdf
Use Dictionaries, Thesaurases, and Glossaries As Tools
http://www.thedailycafe.com/RRF%20Expand%20Vocabulary_Use%20Dictionaries,%20Thesauruses,%20and%20Glo.pdf
CAFÉ Menus http://www.thedailycafe.com/public/department105.cfm
K-2 Menu
http://www.thedailycafe.com/CAFE%20Menu%20for%20Emergent%20Readers.pdf
3-5 Menu
http://www.thedailycafe.com/CAFE%20Menu.pdf
Spanish
http://www.thedailycafe.com/Spanish%20CAFE%20Menu.pdf
Great Websites for Teaching Reading Strategies
http://reading.ecb.org/teacher/index.html
http://liketoread.com/
http://www.fcrr.org/curriculum/SCAindex.shtm
http://www.readwritethink.org/classroom-resources/lesson-plans/adventures-nonfiction-guided-inquiry-183.html?tab=4#tabs
http://www.uta.edu/english/rosenberg/readingstrategies
BEHAVIORS THAT SUPPORT READING
Get Started Right Away
Stay In One Place
Work Quietly
Read the Whole Time
Increase Stamina
[1]
Select and Read Good-Fit Books
Boushey, G. and Moser, J. 2009. The Café Book.
The Daily 5THE DAILY 5: FOSTERING LITERACY INDEPENDENCE IN THE ELEMENTARY GRADESThe best way to become a better reader is to practice each day, with books you choose, on your just-right reading level. So, during Reading Workshop in our classroom, students have time each day to practice, practice, practice! Reading Workshop in our classroom consists of the following: interactive read aloud with think aloud, several focus mini-lessons that allow "brain breaks", small group reading instruction and/or individual reading conferences, and independent literacy tasks.Students are carefully taught how to choose a good-fit (just-right) book to read. Each student in our classroom has his/her special book box to place all just-right books in. Students read independently daily (during Read to Self time) and also with a partner (during Read to Someone time). At this time, Mrs.Mills teaches guided reading and confers with individual students. While Mrs.Mills works with a small reading group, all other students are highly engaged in the Daily 5 reading activities around the room.In addition, we use the McGraw-Hill Florida Treasures reading program and you can see how I incorporate the basal into the daily focus (mini) lessons.
1st Focus (Mini) Lesson -7-10 minutes
**COMPREHENSION LESSON**
During this first focus lesson, students will receive direct instruction in a comprehension strategy (benchmark).
ROUND 1:
1st Daily 5 Choice/Small Group - (20-25 minutes)
At this time, Mrs. Mills meets with a small reading group- other students choose from one of THE DAILY FIVE
2nd focus (Mini) Lesson 7-10 minutes
*WORD WORK INSTRUCTION*
During this second mini-lesson and includes explicit instruction in the following: phonics, decoding, spelling.
ROUND 2:2nd Daily 5 Choice/Small Group (25 minutes)
At this time, Mrs. Mills meets with a small reading group- other students choose from one of THE DAILY FIVE
3rd Focus (mini) Lesson - 7-10 minutes
*** Work on Writing**
During this third mini-lesson, explicit instruction inWriting and Grammar
ROUND 3:
3rd Daily 5 Choice/Small Group - (25 minutes)
At this time, Mrs. Mills meets with a small reading group- other students choose from one of THE DAILY FIVE
Check-in Sessions - 5 minutes or less
(at the end of each round)
At the end of each round of guided reading, Mrs.Mills rings herbell and signals all students to clean up and check-in at the gathering place (large carpet or desks). During check-in time, we may share reading successes and problem-solve together if necessary.
DAILY 5 CHOICE DESCRIPTIONS:
Read to Self
When students Read to Self, students read good-fit books independently from their book boxes. Students take their book box and find a cozy reading spot around the room. Leveled readers from the Treasures reading series are read during this time. All books are carefully monitored by Mrs.Mills to ensure they are indeed a good-fit for students.
Why do we do this? The best way to become a better reader is to praCtice, practice, practice each day! Read to Self helps us become better readers and it is fun!
Read to Someone
When students choose Read to Someone, partners take their book boxes and read just-right books together. Partners are taught to sit "EEKK" style when partner reading (elbow to elbow, knee to knee). Students make decisions together about where they want to read, what they want to read (same book or different books), and how they want to read (echo or choral). Students are carefully taught to CHECK FOR UNDERSTANDING when partner reading. This helps us improve our comprehension. While one student reads, the other student listens carefully and then "checks for understanding". The listener holds up a checkmark and retells what he/she heard by saying: "I heard you say (who & what)." This holds the listener accountable. Students are also carefully taught how to be good reading coaches and to assist partners when they come to an unknown word or when comprehension may break down.
Why do we do this? Reading with a partner is fun and helps us become more fluent readers. It also helps us improve our reading comprehension. AMUST-DO activity each week is to read the anthology story from our basal with a partner.
Listen to Reading
When students choose Listen to Reading, they can either listen to stories on the computer or books on tape.Our classroom is very fortunate to have two computers with Internet access, a cassette playerand a variety of books on tape. All books on tape are organized in a book bag.
Why do we do this? Listening to books on tape is fun and helps us to become more fluent readers. It exposes us to a variety of genre, too!
Word Work
When students choose Word Work, they explore and work with our weekly spelling and vocabulary words. They have a list of Word Work activities to choose from. Examples: Rainbow spell the words, write them in play dough, make with magnet letters etc.
Why do we do this? Work Work allows us to learn about words, to expand our vocabularies, and to become better spellers!Our writing is important to us and correct spelling allows our readers to have a better understanding and appreciation of our writing.
Work on Writing
Work on writingis a timefor children to practice the skills weare learning during our writinglesson. It could be expository writing, narrative writing, a grammar skill, writing about a story we have read or free choice writing.
Regie Routman:
"Just adding more time and space for independent reading is not enough. I'm advocating a carefully designed, structured reading rogram that includes demonstrating, teaching, guiding, monitoring, evaluating, and goal-setting along with voluntary reading of books that STUDENTS choose....When an independent reading component is added, test scores go up.
Resource: http://mrsmills.weebly.com/the-daily-5.html
[1]Summarized by Cindy Ellis, HCPS, 2011.