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Daily 5 and CAFÉ workshops

Daily 5 and CAFÉ workshops. Not back to school yet! Michelle and Mary. Good News and Bad News!. Good News The workshop was wonderful! Bad News You weren’t there!. Public web page. www.dailycafe.com/public/398.cfm www.dailycafe.com/public/410.cfm Blog about LAUNCH. Wednesday – Daily 5.

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Daily 5 and CAFÉ workshops

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  1. Daily 5 and CAFÉ workshops Not back to school yet! Michelle and Mary

  2. Good News and Bad News! • Good News • The workshop was wonderful! • Bad News • You weren’t there!

  3. Public web page • www.dailycafe.com/public/398.cfm • www.dailycafe.com/public/410.cfm • Blog about LAUNCH

  4. 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.

  5. Greatest needs for success! • Strong professional support • The sisters had each other • Strong administration

  6. What the research says . .. • READ! • Students should read 80% of the time and receive quality direct instruction • However, students generally receive 20% reading time and 80% instruction • – What Really Matters for Struggling Readers by Richard Allington

  7. Brain Research:reasoning for mini lesson structure • # of years old = • # of minutes of core instruction • I don’t believe this hold true after 35 years of age!!!!!

  8. Structure • 2-3 rounds (20-30min) sandwiched by mini lessons (7-10min) • Introduce 2 components then allow choice; continue to teach remaining components • 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

  9. Will he/she be a better reader if they do these things? • As you present mini lessons, small lessons, conferring emphasize the importance and urgency • *Kindergarten --- Only work on Read whole time and Stay in one spot as key behaviors

  10. 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.

  11. Trouble shooting • Tools and contracting

  12. Stamina – before you introduce new component make sure students have built stamina • Intermediate 12-14 min • Primary 10-12 min • Kindergarten 7-8

  13. Book Shopping You know your class but --- Once a week – Fridays? During conferences on as need Before school

  14. Read to Someone • You are in control • Choose partners • Minimize numbers • Use randomization (pairs of cards) • Partner with stuffed animal • TEACH --- EEKK

  15. 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

  16. Listen to Reading • Start page on website • Computer, MP3’s , Cassette Players

  17. ON to the CAFE • Do our assessments inform our instruction? • Drive/ evaluate??? • How do you organize our paperwork to help us inform our instruciton?

  18. 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!

  19. DVD’s • We have basic DVD with CD of forms to use for your data notebook --- pensieve1 • We also received Intermediate level • Parrs has Work Work and Leadership DVD • Other topics are available for $199 per ---

  20. 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 • (4433 – primary 4224 – intermediate) • Grading – touch points with daily small group and 1-1 • Determine growth with success overtime

  21. 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!

  22. The Pensive: A Conferring Notebook

  23. 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

  24. Continued . . . • Any assessment is only as good as the action that arises from it. • What does flexible strategy groups look like? • Fair is not always equal!

  25. “Focus on this child . . . . . . this moment.”

  26. Next Steps . . . • Monthly meetings • Website, sharings, DVD’s • Critical Friends • Planning/ sub observations/ reflections • Different grades/ within teams?

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