Notes from
CAFE Conference notes -Cafe
“If you want to truly try something, try to change it." Kurt Lewin.
STENHOUSE PUBLISHERS
Difficult for most at risk students trouble with being taught different things by different people, they have trouble connecting the dots.
What do I want to learn today.
When you teach children in small groups and confer individually with students what are the other students doing.
New research tells that no more than three is the optimum group
How do we assess to inform our instruction and improve student learning?
If just teaching everyone the same thing. Cafe a way of assessing and working out what you then need to teach.
What is going to make a difference for them is learners. Cafe is the teaching of focus lessons.
Blue bands are what we are teaching. If not everyone needs to do learn this then teaching small group or individual. Teach lesson and then they are going to practice.
Boys and girls this is the strategy and you are going to go and practice this...send them out to practice. Teacher is then going to confer 1-1, small groups and/or assessing.
CAFE- is a menu a system and a guide.
HISTORICAL OVERVIEW page 15 workshop book.
Important that students learn have support so that students can use a library so that they are able to use public library. Kids label books. Search engine CLASSROOM LIbrary.
RTI from all sides - Mary Howard
Ability grouping - All students needing DID NOT HAVE OWN STUDENTS not able to make links so that literacy can not be taught throughout the day.
When conferencing with parents didn’t work in 90’s. Is this best for our kids.
John Hattie - Visible learning, Barometer of Influence of Engagement. ABILITY GROUPING. when he did analysis 52,000 studies. Ability grouping d=0.12 NOT BEST FOR KIDS. says in his research. Within classroom level kids teaching levels .15 small group learning d= 0.49. By just teachiong skills and strategies that go with book not teaching them what they need.
Skill and strategy teaching so student can read any text. Each student has text they can read independently.
Easy for students to relinquish responsibility.
“The Consequence of Classroom and remedial Reading Instruction Peter Johnson & Richard Allington.
Quit sending your kids out to other teachers -planned fragmentation taking on most at risk students and going to one teacher for this, another for that, and another for that.....this is not good for our students.
a range of books on topics with a range of levels e.g electricity. Use connected books/journals.Chapter bookroom -books face out Search engine BOOKROOMS
Resources have not really changed but the way using them has.
The classrooms that have the most books in them have the best readers Aim to have 1000 books in them.
Every student has to have a text that they can read....check that they have “GOOD FIT BOOKS”
After working out the strategy write the goal on a sticky note for the student to write on card for the CAFE board.
CAFE Conference notes -Cafe
“If you want to truly try something, try to change it." Kurt Lewin.
STENHOUSE PUBLISHERS
Difficult for most at risk students trouble with being taught different things by different people, they have trouble connecting the dots.
What do I want to learn today.
When you teach children in small groups and confer individually with students what are the other students doing.
New research tells that no more than three is the optimum group
How do we assess to inform our instruction and improve student learning?
If just teaching everyone the same thing. Cafe a way of assessing and working out what you then need to teach.
What is going to make a difference for them is learners. Cafe is the teaching of focus lessons.
Blue bands are what we are teaching. If not everyone needs to do learn this then teaching small group or individual. Teach lesson and then they are going to practice.
Boys and girls this is the strategy and you are going to go and practice this...send them out to practice. Teacher is then going to confer 1-1, small groups and/or assessing.
CAFE- is a menu a system and a guide.
HISTORICAL OVERVIEW page 15 workshop book.
Important that students learn have support so that students can use a library so that they are able to use public library. Kids label books. Search engine CLASSROOM LIbrary.
RTI from all sides - Mary Howard
Ability grouping - All students needing DID NOT HAVE OWN STUDENTS not able to make links so that literacy can not be taught throughout the day.
When conferencing with parents didn’t work in 90’s. Is this best for our kids.
John Hattie - Visible learning, Barometer of Influence of Engagement. ABILITY GROUPING. when he did analysis 52,000 studies. Ability grouping d=0.12 NOT BEST FOR KIDS. says in his research. Within classroom level kids teaching levels .15 small group learning d= 0.49. By just teachiong skills and strategies that go with book not teaching them what they need.
Skill and strategy teaching so student can read any text. Each student has text they can read independently.
Easy for students to relinquish responsibility.
“The Consequence of Classroom and remedial Reading Instruction Peter Johnson & Richard Allington.
Quit sending your kids out to other teachers -planned fragmentation taking on most at risk students and going to one teacher for this, another for that, and another for that.....this is not good for our students.
a range of books on topics with a range of levels e.g electricity. Use connected books/journals.Chapter bookroom -books face out Search engine BOOKROOMS
Resources have not really changed but the way using them has.
The classrooms that have the most books in them have the best readers Aim to have 1000 books in them.
Every student has to have a text that they can read....check that they have “GOOD FIT BOOKS”
After working out the strategy write the goal on a sticky note for the student to write on card for the CAFE board.
When teaching teach something that needs to be stuck Needs to be organised hence CAFE
If not comprehending not reading. When you go to a cafe you have a menu and you make some decisions about what you want to eat/drink. SOOO with the reading CAFE created the strategies.
Pooled from research GERALD DUFFY - ABUNDANT EASY READINGq
If not comprehending not reading. When you go to a cafe you have a menu and you make some decisions about what you want to eat/drink. SOOO with the reading CAFE created the strategies.
Pooled from research GERALD DUFFY - ABUNDANT EASY READINGq
If you have a favourite strategy then put it on.
Telling students the secret to making the strategy to work.
Science board with CAFE board on it possibly for the various groups.
Start first day
American Common Core State Standards
English Language Arts Standards » Writing » Grade 5 | Common Core State Standards Initiative
CAFE Board review. (search engine) assess how much they know the strategies. Find out different strategies they remember.
Introducing a strategy one day and the next day review it the next day and anchoring to the menu.
Beth Lawson ( search engine)
CAFE Is a: System for assessing - 7 Steps from assessment to instruction ( see page 17 Workshop book) If can work out what the strategy they need to work on, write the goal down and then put it into the CCPenseive. Where you hold your most important thinking about the students.
PENSIEVE
can see open up on Calender to see who is booked in for a conference.
Keeping track - date when met with each student.
Curriculum Calender. I whole group instruction.
Reading level Data.
Each student has a ... and then conferring Sheets.
Not working just on level working on the strategy. Whole group/small group/ individual.
UnderstandingCCPENSIVE-
Can share students with other teachers or support people
rocks.jpg 1,504×1,000 pixels Love Rocks | Love-Drenched Life
What assessments do you use? What is the PURPOSE
C omprehension
A ccuracy
F luency
E xpand Vocab
Behaviour
Use so that Assessment can be targeted specifically.
Telling students the secret to making the strategy to work.
Science board with CAFE board on it possibly for the various groups.
Start first day
American Common Core State Standards
English Language Arts Standards » Writing » Grade 5 | Common Core State Standards Initiative
CAFE Board review. (search engine) assess how much they know the strategies. Find out different strategies they remember.
Introducing a strategy one day and the next day review it the next day and anchoring to the menu.
Beth Lawson ( search engine)
CAFE Is a: System for assessing - 7 Steps from assessment to instruction ( see page 17 Workshop book) If can work out what the strategy they need to work on, write the goal down and then put it into the CCPenseive. Where you hold your most important thinking about the students.
PENSIEVE
can see open up on Calender to see who is booked in for a conference.
Keeping track - date when met with each student.
Curriculum Calender. I whole group instruction.
Reading level Data.
Each student has a ... and then conferring Sheets.
Not working just on level working on the strategy. Whole group/small group/ individual.
UnderstandingCCPENSIVE-
Can share students with other teachers or support people
rocks.jpg 1,504×1,000 pixels Love Rocks | Love-Drenched Life
What assessments do you use? What is the PURPOSE
C omprehension
A ccuracy
F luency
E xpand Vocab
Behaviour
Use so that Assessment can be targeted specifically.
Assessment is an integral part of instruction. For the past decade, the focus on assessment—particularly via high-stakes mandated tests—has shifted away from the classroom and left teachers feeling like they are drowning in data. Assessment is, and needs to be again, much more than a number.
Assessment in Perspective is about moving beyond the numbers and using assessment to find the stories they tell. This book helps teachers sort through the myriad of available assessments and use each to understand different facets of their readers. It discusses how to use a range of assessment types -- from reading conference notes and student work to running records and state tests -- together to uncover the strengths and weaknesses of a reader. The authors share a framework for thinking about the purpose, method, and types of different assessments. They also address the questions they ask when choosing or analyzing assessments:
- See more at: http://www.stenhouse.com/html/assessment-in-perspective.htm#sthash.kK9741oA.dpufBased on research you can not read faster than you can talk.
Fluency can be used just as a screener. Fluency is something that shows us something else might be wrong.
Running Records to find out what comprehension the student needs next.
John Hattie evaluation /give feedback has an affect size of 0.73
1. Assess Student
Do one assessment that is valuable. You have to find out what they are doing well/what do they need more work in.
2 Discuss findings with student.
Tell me about yourself as a reader. Discuss with student what you have found. Heard what he thought he was good at, and what he thought he needed help with.
CAFE menu is not in a sequence. Top 6 in Comprehension are most used by strong readers..not necessarily in that order...become proficient in those. Accuracy top 5. Fluency top 4. Expand Vocab top 3.
By narrowing down focus and then expand become more proficient.
May not get right first time but because confer so much able to change strategy if needed.
3 Set Goal and Strategy.
Hatties work 0.56 has a desired affect size
4. Declare Goal
Put it beside the Goal they are working on ..not the STRATEGY
5. Teacher fills out Strategy group forms.
6. Ready for instructionBuilding Flexible groups See Workbook page 29
7 Instruction
Whatever working 1-1, working small group,
Hatties work with accelersation affect size d= 0.88
Number 1 resource is a good book.
Reflection /assessment should be everytime you sit down with your students.
Teaching Strategies 0.65
1-1 Conferring
Search Engine -Cindy
What do you know about yourself as a reader?
What are you good at reading.
Changing what teaching looks like
- moving around through the classroom move to children- can touch base with barometer students. Voice is not heard throughout the classroom.
-conferring with students
search
Direct Instruction = d 0.59 no better instruction. “Let me teach you the dirxt instruction that is next for you”
Hattie says directly teaching what they do not know. 0.6 is what all teachers should be doing. When get into the higher correlation the more growth with students.
Identify the strategy
COACHING TOWARD A TARGET
Conferring -(Check work book page 27)
if we have someone else teaching our students then can see what is going on.
SMALL GROUP WORK
Hattie - not ability grouping by not doing this d=0.49 just
If a child does not naturally fall into a group. Each child does not have to be in a group.
Only doing 1-1 not a bad thing.
Search Engine Carrie, Joan one group different levels
.Small groups can draw support from each other.
The newest new research about the optimum size of a group is between 2-3.
Just need the same strategy “ Boys and girls you are working on the strategy of ...”Model strategy...” The secret to this is making it work.”
Open our heads and think aloud.
“I did the secret let me do this again. I want each of you to open up your book and practice this.” Each with a different book.
“Now I want you to take your books and go and practice this strategy during Daily 5. I will meet with you tomorrow, Meeting the needs of the learners.
This is so much easier and effective for the learners......Use book for strategy and whiteboard.
Check mark is a visual so that each of the children in a pair has a job to do. One to read, one to be listening.
TOUCHPOINTS
Is our teaching effective? Are they getting it ? are they making progress
Monitor our teaching- is our teaching making a different.
Use 1,2,3,4 If student has a 1 0r 2 in 2-3 sessions need to change our teaching, might change materials- too hard/ fiction or non-fiction.
Every time we work with a strategy it is highlighted. Keeps a note of what has been worked on. In 4/5 times meeting with these kids and they are getting 3 or 4 they are ready to merge into a new strategy. THis way the students are having progress checked each day.5
When kids bring their own text it makes them the ultimate flexible groups.
Putting a score in our note book about the progress that they are making.
Document Children’s learning
Search Engine Pam, Arthur increasing reading
Pam how to set up reading responsive journal.
RESOURCES:
www.newsela.com -excellent looks at news articles tells what the level of the article is.
Assessment in Perspective is about moving beyond the numbers and using assessment to find the stories they tell. This book helps teachers sort through the myriad of available assessments and use each to understand different facets of their readers. It discusses how to use a range of assessment types -- from reading conference notes and student work to running records and state tests -- together to uncover the strengths and weaknesses of a reader. The authors share a framework for thinking about the purpose, method, and types of different assessments. They also address the questions they ask when choosing or analyzing assessments:
- What type of tool do we need: diagnostic, formative, or summative; formal or informal; quantitative or qualitative?
- How do we use multiple assessments together to provide an in-depth picture of a reader?
- When and how are we giving the assessment?
- Do we want to be able to compare our readers to a standard score, or do we need to diagnose a reader's needs?
- Which area of reading does this tool assess?
- How can we use the information from assessments to inform our instruction?
- What information does a particular assessment tell us, and what doesn't it tell us?
- What additional information do we need about a reader to understand his or her learning needs?
- See more at: http://www.stenhouse.com/html/assessment-in-perspective.htm#sthash.kK9741oA.dpufBased on research you can not read faster than you can talk.
Fluency can be used just as a screener. Fluency is something that shows us something else might be wrong.
Running Records to find out what comprehension the student needs next.
John Hattie evaluation /give feedback has an affect size of 0.73
1. Assess Student
Do one assessment that is valuable. You have to find out what they are doing well/what do they need more work in.
2 Discuss findings with student.
Tell me about yourself as a reader. Discuss with student what you have found. Heard what he thought he was good at, and what he thought he needed help with.
CAFE menu is not in a sequence. Top 6 in Comprehension are most used by strong readers..not necessarily in that order...become proficient in those. Accuracy top 5. Fluency top 4. Expand Vocab top 3.
By narrowing down focus and then expand become more proficient.
May not get right first time but because confer so much able to change strategy if needed.
3 Set Goal and Strategy.
Hatties work 0.56 has a desired affect size
4. Declare Goal
Put it beside the Goal they are working on ..not the STRATEGY
5. Teacher fills out Strategy group forms.
6. Ready for instructionBuilding Flexible groups See Workbook page 29
7 Instruction
Whatever working 1-1, working small group,
Hatties work with accelersation affect size d= 0.88
Number 1 resource is a good book.
Reflection /assessment should be everytime you sit down with your students.
Teaching Strategies 0.65
1-1 Conferring
Search Engine -Cindy
What do you know about yourself as a reader?
What are you good at reading.
Changing what teaching looks like
- moving around through the classroom move to children- can touch base with barometer students. Voice is not heard throughout the classroom.
-conferring with students
search
Direct Instruction = d 0.59 no better instruction. “Let me teach you the dirxt instruction that is next for you”
Hattie says directly teaching what they do not know. 0.6 is what all teachers should be doing. When get into the higher correlation the more growth with students.
Identify the strategy
COACHING TOWARD A TARGET
Conferring -(Check work book page 27)
if we have someone else teaching our students then can see what is going on.
SMALL GROUP WORK
Hattie - not ability grouping by not doing this d=0.49 just
If a child does not naturally fall into a group. Each child does not have to be in a group.
Only doing 1-1 not a bad thing.
Search Engine Carrie, Joan one group different levels
.Small groups can draw support from each other.
The newest new research about the optimum size of a group is between 2-3.
Just need the same strategy “ Boys and girls you are working on the strategy of ...”Model strategy...” The secret to this is making it work.”
Open our heads and think aloud.
“I did the secret let me do this again. I want each of you to open up your book and practice this.” Each with a different book.
“Now I want you to take your books and go and practice this strategy during Daily 5. I will meet with you tomorrow, Meeting the needs of the learners.
This is so much easier and effective for the learners......Use book for strategy and whiteboard.
Check mark is a visual so that each of the children in a pair has a job to do. One to read, one to be listening.
TOUCHPOINTS
Is our teaching effective? Are they getting it ? are they making progress
Monitor our teaching- is our teaching making a different.
Use 1,2,3,4 If student has a 1 0r 2 in 2-3 sessions need to change our teaching, might change materials- too hard/ fiction or non-fiction.
Every time we work with a strategy it is highlighted. Keeps a note of what has been worked on. In 4/5 times meeting with these kids and they are getting 3 or 4 they are ready to merge into a new strategy. THis way the students are having progress checked each day.5
When kids bring their own text it makes them the ultimate flexible groups.
Putting a score in our note book about the progress that they are making.
Document Children’s learning
Search Engine Pam, Arthur increasing reading
Pam how to set up reading responsive journal.
RESOURCES:
- CAFE from Daily 5 website
- PARENT PIPELINE check send them home just as child is working on new strategy
- LIT LESSONS FABULOUS
www.newsela.com -excellent looks at news articles tells what the level of the article is.