Chapter 3 in the CAFE is a step-by step guide to the first days of school. Before the students arrive the first day, the CAFE board should be set up on the wall, within reach of the students. The board is displayed with the headings of Comprehension, Accuracy, Fluency, and Extending Vocabulary (with their definitions on it) but there are no strategies listed yet. There is also a spot (one construction paper sized) where the students can reach to put their ost it notes of the goal they are focusing on.
First day-Read Aloud #1:
On the first day, you meet with the students and get them settled and then you begin your first read aloud. You read the book and teach the first strategy (no matter what grade) Check for Understanding. We model Check for Understanding by stopping every few pages (depending on length) and think aloud what we understood is happening in the story. If you don’t really understand what is going on in the story, you teach the student to go back and reread the part they didn’t understand until the understand it and then can move on. After teaching the strategy we put ‘Check for Understanding” on the CAFE board and introduce the CAFE board to them. A great metaphor they use when talking about the CAFE board is that it is like a menu at a restaurant.
First day-Read Aloud #2:
After the first read aloud we move into establishing the Daily 5 routines. (this is where it is linking :D) After trying out Daily 5, we read another book and teach another strategy. It really can be anything you want but they suggest ‘Cross-Checking.” Cross checking goes under Accuracy and means I need to try to read the word and then ask yourself 3 questions: 1)Does what Im reading look right, do the pictures and letters match what I’m saying? 2)Does it sound right 3)Does it make sense. Model this to the students with one correct word and one incorrect word and write the strategy on the CAFE board.
First day-Read Aloud #3:
There MIGHT be time for a third read aloud and teaching another startegy. They suggest teaching Expand Vocabulary which means to know, find, and use interesting words. Model getting excited about a certain word and write Expanding Vocabulary on the CAFE Board.
Second Day: Whole Group Strategy
Review the strategies you taught the day before. Teach now Back up and Re-read. When you are checking for understanding, sometimes you can remember what you read, or you don’t understand it, so you back up and re-read.
They also discuss how you can combine 2 strategies.
After the first few days, the routines are settling into place, you can begin to take students away to assess them.
Step 1: We meet one-on one with each student and we assess their reading using a running record, DRA or another options.
Step 2: Discuss the findings with the student
Ask the student, “Tell me about yourself as a reader.” The student might be confused, so you can help them with some questions. Then tell the student what you have noticed about them as a reader. We write down in our binder what we think their stregth is.
Step 3: Set Goals and Identify Startegies with the Student
Here we talk about what the students needs to work on and we write it in the binder. (needs to be accuracy, comprehension…) Then with the student, we look at the CAFE startegy board and the student (with assistance) picks one goal they would like to work on and this is their goal. THE POINT IS TO PICK A STAREGY AND GIVE IT A GO. IT DOESN’T HAVE TO BE RIGHT OR PERFECT!
Step 4: Student chooses a post it note and goes an places it on the CAFE board under whatever heading their goal is.
Step 5: When the student is doing Step 4, we flip to that childs reading conference sheet and write their stragths, and goals.
Step 6: We look now at the startegy grouping and see if we can place this student in with another group or make a new group. We show the student what we have written in their binder section and ask them to tell us what their goal is again.
Step 7: Instruction
Instruct the student one to one, in a strategy group or in a whole group lesson.