The Daily Five – my framework is established, now what? Using the Sisters ccpensieve online tool for record keeping and progress monitoring. 1970s © Gail Boushey and Joan Moser. All rights reserved. www.thedailycafe.com Purpose We will all get through the story. 1980s 1990s Kids must feel good about themselves. We will all get through the story with help. Every child deserves to be taught on their level at some time during the day. Students learn reading strategies to access text. Basal Anthology Trade books children could read Resource Basal One Anthology Basal One Anthology Class Sets of Trade Books. Classroom Library None 100 Books Larger, leveled Grouping Whole-Group Reading Groups Whole-Group Heterogeneous Groups Whole-Group Guided Reading. Walk to Read Round Robin. Student might not be able to read the text. Round Robin. Student might not be able to read the text. Each student reads text he or she can read. Access to Text Now Basal Anthology “Leveled Books” Book Rooms Library books of choice Daily 5 12 Historical Overview of Instruction Graphic 11 Goal of over 1,000 books in each class library, organized by genre. Whole Group Small Group Guiding readers one on one Teach skills and strategies so student can read any text. Each student has text he or she can read independently. From Assessment to Instruction 1. Assess individual student (Dibels, TRC) 2. Discuss findings with student 3. Set goal and identify strategies with student 4. Student declares goal on menu and in data folder 5. Teacher fills out individual conferring sheet 6. Teacher fills out strategy group forms 7. Ready for instruction CAFÉ Menu 4 The CAFE Menu Graphic 3 © Gail Boushey and Joan Moser. All rights reserved. www.thedailycafe.com Comprehension Accuracy Fluency Expand Vocabulary I understand what I read I can read the words I can read accurately, with expression, and understand what I read I know, find, and use interesting words Strategies Check for understanding Back up and reread Use prior knowledge to connect with text Make and adjust predictions; use text to confirm Monitor and fix up Infer and support with evidence Make a picture or mental image Ask questions throughout the reading process Use text features (titles, headings, captions, graphic features) Strategies Cross checking . . . Do the pictures and/or words look right? Do they sound right? Do they make sense? Use the pictures . . . Do the words and pictures match? Use beginning and ending sounds Blend sounds; stretch and reread Flip the sound Strategies Voracious reading Strategies Voracious reading Read appropriate-level texts that are a good fit Reread text Tune in to interesting words and use new vocabulary in speaking and writing Practice common sight words and high-frequency words Use pictures, illustrations, and diagrams Adjust and apply different reading rates to match text Use word parts to determine the meaning of words (prefixes, suffixes, origins, abbreviations, etc.) Use punctuation to enhance phrasing and prosody (end marks, commas, etc.) Use prior knowledge and context to predict and confirm meaning Summarize text; include sequence of main events Chunk letters and sounds together Ask someone to define the word for you Use main idea and supporting details to determine importance Skip the word, then come back Use dictionaries, thesauruses, and glossaries as tools Determine and analyze author’s purpose and support with text Trade a word/guess a word that makes sense Recognize literacy elements (genre, plot, character, setting, problem/resolution, theme) Recognize and explain cause-and-effect relationships Compare and contrast within and between text Get started right away Stay in one spot Behaviors That Support Reading Work quietly Read the whole time Increase stamina Select and read good-fit books Individual PDSA Individual Reading PDSA 4 3 2 1 Date: Skill: Strategy: 1 = below standard 2 = approaching standard 3 = meeting standard 4 = exceeding standard Strengths Listening Comprehension Name Jennie Next Strategy? Goals and Strategies Accuracy-Chunk Sounds and Letters Together Date Observation and Instruction Coaching S T R U C T U R E Jot down the title of the selection Observe...What I noticed related to goal? Think :) ... Do I teach or reinforce what we planned from yesterday? Or change the plan based on what I see today? 2/9 SAMPLE Next Steps to Meet Goal Give child 2 “targets” each day 1. Comprehension-Think about your reading and what is happening in your selection. 2. Practice strategy AND Plan for tomorrow 1. Think about what you are reading! Jennie read “Super Fly Guy”. She came to 3 words she didn’t know. She just guessed the words and went on. 2. In your Readers Notebook, log all the words you come across that you don’t know and can use with this strategy Teach her how to chunk sounds and letters together Stop and Check for Understanding Next, we will review the words in your notebook and watch you using this strategy in your reading. Let’s set an appointment to meet back tomorrow (write on calendar) Super Fly Guy While reading came to 2 words, was able to chunk one word, could chunk the next word but couldn’t “say it fast”. 1.Think about reading 2/10 SAMPLE Identified and explained which word she was able to use strategy, teach how to “fit” the last word using chunk sounds together 2. Continue to write words in notebook she is chunking Review notebook, see if she is transferring it to her reading. 2/11 SAMPLE Space Race Read fluently, came to “wrong” chunked and move on. Seems like she has a hold of the strategy but not all words work with chunking. Watch for “flip the sound”. She is not using the correct vowels. (Shipes for Ships) Modeled flip the sound with ship, so when chunking, she may need to flip until it makes sense. 1. Think about reading Comprehend 2. Use a sticky note while reading to record the words she is using the strategy with. See if she can flip the sound if it doesn’t make sense. Check the notes and see if flip the sound is helping with chunking Boushey & Moser Resources www.ccpensieve.com