Good News and Bad
News!
• Good News
– The workshops were wonderful!
– We got free gifts!!!!
• Bad News
– You weren’t there!
Daily Five
• A student-driven management
structure designed to fully engage
students in reading and writing
• Creates routines and procedures that
foster independent literacy that are
ingrained to the point of being habit
Public web page
• www.dailycafe.com/public/398.cfm
• www.dailycafe.com/public/410.cfm
• Websites with all the handouts we received
• They are writing a book on how to launch the Daily
Five and Café together. There are 3 articles on
the website so far you can read.
• P.S. There is also a Daily Five math
Wednesday – Daily 5
• Basic overview of management process and
rationale for Daily 5
• Gave some tips for implementation
• Highlighted difference between book and
“tweaks” they have included
• Delineated differences between intermediate and
primary
• Encourage adjustments within your personal style,
class climate, and curriculum.
Greatest needs for
success!
• Strong professional support
– The sisters had each other
– Critical friend
• Strong administration support
• Patience and organization
What the research says . ..
• READ!
• Students should read 80% of the time and
receive 20% quality direct instruction
• However, students generally receive 20%
reading time and 80% instruction
• What Really Matters for Struggling
Readers by Richard Allington
Brain Research:
reasoning for mini lesson structure
• # of years old = # of minutes of core
direct instruction
– I don’t believe this hold true after 35
years of age!!!!!
Structure
• 2-3 rounds (20-30min) sandwiched by mini lessons
(7-10min). Comprehension should be the first
round.
• Introduce 2 components, read to self and writing,
then allow choice; continue to teach remaining
components. (this is different from what the book
says.)
• Choice is given after 8-10 days determined by
class
* Intermediate – build stamina to 40 mins, with 2 rounds, choice is
determined between reading and writing
• Kindergarten – build stamina to 15-20 mins, with 2 rounds --determine structure based on class and curriculum --- delete least
desirable model first time
Will he/she be a better
reader if they do these
things?
• As you present mini lessons, small lessons, and conferring,
the students have a sense urgency with their time, learning
and behavior at school and hold each other responsible by
encouraging and supporting each other.
• *Kindergarten --- Only work on Read whole time and Stay in
one spot as key behaviors
What do you think???
• If students can’t do the task they
need a teacher.
• If students can do the task but
won’t, they need a manager.
Trouble shooting
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Tools and contracting
Levels of support for barometer children
Reflect on teaching practice
Group Dynamics
In class modifications
In class gradual release modifications
Whole school support
Stamina – before you
introduce new component
make sure students have
built stamina
• Intermediate 12-14 min
• Primary 10-12 min
• Kindergarten 7-8
Modeling Modeling
Modeling Modeling
• Muscle memory:
• Feel it wrong way
• Feel it right way
Book Shopping
You know your class but --Once a week – Fridays?
During conferences on as need
Before school
Read to Someone
• You are in control
• Helps student work on fluency and
expression
• Choose partners
• Minimize numbers
• Use randomization (pairs of cards)
• Partner with stuffed animal
• Teach EEKK
Word Work
• Use your own program
• Intermediate should incorporate with
Work on Writing (first 10 minutes)
• Keep materials to a minimum --- find
a storage space to help with
management
• Essential writing foundations for
writing
Listen to Reading
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Start page on website
Computer, MP3’s , Cassette Players
Own headphones!!!!!!!!!!!!!
Students learn more words,
expanding their vocabulary and
helping them to become better
readers
Once up and going
• Focus lesson: Comprehension, Accuracy, Fluency,
or Expand vocabulary
• Check in-class list on clipboard
• Check in with choice
• Always go in same order, just start someplace
different each day, so they know when their turn
is coming
• All kids stay put until all choices have been given
or can check in and go, depending on the class
•
Use chimes to get children's attention
Café Board
• 4 components set up across the top
• As a strategy is introduced it is put up on a
sentence strip under the category by a child
• Children put sticky notes under strategy they are
working on. They tell you what it is at check in
time.
Why CAFÉ?
• Do our assessments inform our instruction?
– Drive/ evaluate???
– Reading groups should be based on strategies
needed, not levels.
– It is not guided reading, but guiding readers!
-How do you organize our paperwork to help us
inform our instruction?
CAFÉ Menu
• Guide for instruction
• Menu in classroom is a visual aid to help
student/ teaches learn to elicit reading
process and strategies during each reading
experience
• Don’t let your teaching go out the door!
DVD’s
• We have basic DVD with CD of forms to
use for your data notebook --- pensieve
• We also received Intermediate level
– Parrs has Word Work and Leadership DVD
– Other topics are available for $199 per ---
CAFÉ think abouts . . .
• *Intermediate, address fluency and accuracy in 1-1 or small
group, concentrate on comprehension and vocabulary for
whole group instruction
• CAFÉ menu to guide instruction but student behaviors are
the key
• Grading – touch points with daily small group and
individual:1-below, 2-approaching, 3-meeting,4-exceeding
• When do you move on to a new strategy? After 4-5
opportunities with 3’s and 4’s as touch points.
• Determine growth with success overtime
Build your community . . .
• Don’t be tempted to put up “pre
made” anchor charts
• Create this learning together
• Remember the one who works the
most, learns the most!
The Pensive:
A Conferring Notebook
• Should only be 1 inch binder
• Has a reading and writing keeping track
form and an appointment calendar,
curriculum calendar, small group form,
strategy group and instruction form,
reading conferring form, writing
conferring form, and Café menu to
highlight
Things to think about . . .
• Explicit instruction for behaviors
• Go slow, to move fast
• No longer teaching the book we are
teaching how to access the strategies
– How does this align with curriculum?
• Least number of teachers for students
per student is better; set common goals
based of student observations with in the
Daily 5
Continued . . .
• Any assessment is only as good as the
action that arises from it.
• What does flexible strategy groups
look like? Video
• Fair is not always equal!
“Focus on this child . . .
. . . this moment.”
Next Steps . . .
• Monthly meetings
– Website, sharings, DVD’s
– Critical Friends
• Planning/ sub observations/ reflections
• Different grades/ within teams?