Hey Everyone! My name is Katie and I blog over at The Adventures of a 6th Grade Teacher.
I am getting ready to begin my 2nd year of teaching on August 27th, and CAFE has really impacted how I teach Language Arts in my 6th grade classroom. I quickly discovered that my kids were on such different levels and had such different needs, and my current style of teaching was not going to meet those needs. CAFE was exactly what I needed because my students were able to focus on different stratgies that met their needs.
Chapter 2: The CAFE Notebook and Record-Keeping Forms
If you are like me, you constantly have sticky notes everywhere in your classroom because they are so easy to jot quick little notes down on. Like the Sisters, this is how I started to track things with my students. I quickly ended up with 50+ stickies on my table each day and it became overwhelming. I just thought that stickes would be easiest because I would not be tied down to one certain form. I quickly learned that I was causing way more work for myself than necessary and decided to give the Conferring Notebook a chance.
Discussion Question: How have you previously tracked students and kept track of data during your reading/writing workshop time? If you currently are doing something to the Sisters, what did you do before that?
The Sisters quickly discovered that the best solution was to use a large binder, and I agree with them completely. Once I relaized that the sticky notes were no longer cutting it, I switched to a Conferring Notebook similar to the one that is described in the chapter. By the end of the school year, my notebook had been used and abused. The Sisters suggest buying two noebooks to start the year and that is my plan for this upcoming school year.
Section 1 of the Pensieve: Teacher Notes
This is the section of the notebook that is dedicated to organizing and planning how we are going to spend our time during The Daily 5. The students need to check in on how they will be spedning their time during the stations, and as the teacher we must plan what we are going to be doing too.
1. Calendar- The Sisters mention making appointments with students to check on how they are developing their strategies. If you are like me, if you do not write it down in your planner, it doesn't happen. By showing the students in our notebook that we have an appointment with them, they will also be held more accountable because they know that on their day we will be checking with them. This also turns into a to-do list for us as the teacher because we know exactly who we need to meet with.
2. Keeping Track Form- This is my personal favorite that the Sister use because it is a quick way to notice who you've met with and how many times you have met with them. In my classroom I feel that sometimes I do not spend enough time with all of my students on an individual basis and this form really helped me to do that.
3. Strategy Groups Forms- This is a form that can be used to help you track your strategy groups that you meet with in a small group setting. I personally use the form that is provided on the CD in the back of the text.
Discussion Question: What are your must have notes that you like to keep on your groups and individual students? Have you ever done something similar to the calendar to keep track of appointments with your students?
Section 2 of the Pensieve: Dividers/Tabs for Each Child
It is important that in addition to monitoring students within their strategy groups that we are also tracking their journey as an individual and their growth as a reader. For each student, your notebook should have a tab that their information can be found under. Under each tab their should be a CAFE menu, a Reading Conference Form, and a Writing Conference Form. All of these documents are avaliable to you via the CD that is included with the text.
I know that some of you are in a self-contained classroom where keeping a conferring notebook is not too much of a task, but what do you do when you have 5 classes like I will have this coming school year? This past school year I had 3 sections of 6th grade Language Arts and I simply kept a notebook for each class. My first thought is that I will do the same this coming school year, but it just seems like it will take up so much space. Right now my thought is that I will keep two notebooks. In one notebook I will have the first section of the notebook for all 5 sections that I will be teaching. In the 2nd binder I will keep a tab for each individual student. It might end up driving me crazy, but I think this is how I would like to start the year.
Discussion Question: How do you plan on setting up your binders, or what do you plan on doing if you will not be using the notebook approach to monitor progress?
Do you have a particular type of binder or dividers that you use? Where do you tend to get them from?
I am looking forward to discovering how you all track progress in your classroom and how I can improve what I am doing in mine! Enjoy what is left of your summer vacation!
I am excited to try the CAFE system and think it will fit in perfectly with what I am already doing. I keep a binder for each of the classes I teach (4th grade language arts). I always number my students and then I buy the pre-numbered tabs so each student has a section in the notebook. I put a numbered class roster at the front of the notebook so I can easily match student to numbered tab. I've used this to keep running records and benchmark tests for each student. Now I will simply add the CAFE forms to the sections as well.
ReplyDeleteMy school is really big on sticky backed labels, so I carry a sheet of labels around with me and jot down my notes on the labels. I can quickly stick the label onto the kiddo's page in my notebook at that time or later when the kids are at a special.
ReplyDeleteWhen I first started with CAFE and D5, I used the calendar, but I found that I wasn't always able to keep my appointments, so I stopped using it. Perhaps I need to go back to the appointments though. Do you find that making the appointment helps hold the students more accountable to their "assignment" between meetings?
I have tried to implement CAFE for the last two years. THe first year I did a much better job than last year. I kept a notebook with all my students information it. My students are assigned numbers at the beginning of the year and their information was behind their numbered tab.
ReplyDeleteI am trying CAFE for the first time this year, but have used a pseudo-conferring notebook for the past few years. I had tabs for each student and would keep their reading levels, reading assessment, and my observational notes. I'm most looking forward to using the calendar to keep appointments, as this has been an area that I felt was lacking. I went to Zazzle and had a binder custom made...I wanted it to stand apart from all my other binders! :)
ReplyDeleteI am excited to read about The Sisters' system of record keeping. I have tried various methods of record keeping with little success. I could really relate with the first few pages of this chapter because I had sticky notes galore, but didn't know what to record other than just observations about what they were doing. I am excited to have it all broken down with examples of how the conferences should be recorded.
ReplyDeleteI like the calendar to hold me and students accountable or our time. How do you fit them all in? If I have 25 students per class, I can't confer with them each day or even every other day. I only have 90 minutes with each class.
I think the "keeping track" form is a great way to ensure that I am meeting with everyone.
I like the idea of meeting with groups to work on strategies instead of meeting with ability groups for the sake of meeting with 3 reading groups a day. The strategy groups form allows you to easily build a group. I thought I would feel pressure to meet with them...instruct, reassess, and then regroup. I am glad to see that this group stayed together for many gatherings to work on this skill.
I like the Cafe Menu for Reading. I've seen several Cafe Writing Menus on Pinterest. I think I will also add this to my binder.
I am going to get my binders today. I will take the sisters' advice and purchase two per group. I think being able to reflect over their progress at Christmas and carry over the most current forms to the new binder will keep the record keeping from becoming too cumbersome. At the end of the year I will compile the files for each student. Wonder what you do with all those records?
I think I am going to use student names instead of numbers on the dividers...after I flip through them in a year's time, I don't think they'll be fit to use again next year.
I really like the idea of keeping their benchmark records in this binder, too.
So...what size binder holds all of this?
I don't use the CAFE menu as much anymore, but I've set up my Reader's Workshop binder very similar to theirs and it works beautifully. It's a huge binder but it is so organized and has absolutely everything I need for all my students for Reader's Workshop. It's also so easy to access during Parent Conferences.
ReplyDeleteSara :)
Smiling In Second Grade
I used a black and white composition book and used small sticky notes to make tabs for each students. I liked using the notebook because it was easy to access and less pages to flip then a binder. I also used it a lot just to jot down things I felt the students needed to work on while observing them during daily work as well as during my guided reading center. I am really thinking of using Evernote as my notebook this year. You can add a notebook for each student and add audio, video, pictures and notes on each student. This will make a great portfolio for parent conferences.
ReplyDeleteI teach 125 students within 5 class periods that are 52 minutes each. Holy cow, I am going to need a big binder :)
ReplyDeleteI like the idea of using numbers instead of names, because a lot of students move in and out during the year. By using numbers I can just reassign that number and won't have to make a new tab.
At first I was freaked out because I didn't know how to get to 125 students. But I teach an intervention class to the lowest 25 kids in the grade level and then reteach them during 4 other periods. So I am planning on running the Daily 3 during the entire intervention class with 2 lessons. I will be able to meet with the lower students during this time. Then during the regular LA classes I will run the Daily 3 and meet with the other students. Hopefully this works.
I would LOVE to see what some of your schedules are for running the Daily 5 in a setting similar to mine! PLEASE share :)
This chapter on notebook and record keeping is wonderful. I am a little stressed about using it in the middle school this year, but I think I'll manage. Does anyone use the CAFE strategy and interactive notebooks?
ReplyDeleteOne thing I've done to keep my Pensieve from getting too cumbersome is to file sheets that I've completely filled. I keep a hanging file folder for each student where I file their reading conference forms as I fill them up. I used to keep my monthly calendars and Keeping Track forms, but now I generally chuck them once I'm done with them. . . I feel like the individual conference forms are enough permanent documentation for my purposes.
ReplyDeleteI'm struggling to adjust the CAFE menu to fit the needs of my fifth grade students. I feel like the Accuracy strategies are more primary-oriented, and would like more specific Fluency strategies as well. If anyone's got suggestions, I'm all ears!
Thoughts/Questions:
ReplyDeleteIs the Keeping Track From only for meeting with individual students?
I really like how it is so organized and all students have their own section.
I feel like it could be a lot of work to fill in when a student meets their goal in a whole class situation. You need to remember it, and record it for all the students that met their goal. This could be overwhelming or you could forget a student.
Please check out my blog for my summary http://classroomcollective.tumblr.com/post/27997228950/cafe-chapter-2
I would love to know more about Evernote as a method of record keeping.
ReplyDeleteHere's a link to cafe menus for 4th and 5th grades...scroll down the page.
ReplyDeletehttp://www.sanjuan.edu/webpages/gguthrie/balanced_literacy.cfm?subpage=127464/
Thanks Wendy for that link - I love that the 4th/5th grade CAFE menu substitutes awareness for accuracy. Why didn't I think of that? I felt like I had stalled out in the past with my 4th graders under accuracy. Awareness is a great category because it does bring in so many of our standards, especially by focusing on genre and text structures.
ReplyDeleteEliza...I thought the same thing. I think I am going to create a CAFE menu for myself with our standards. I watched a youtube video this afternoon on the CAFE with a teacher in 4th grade. She doesn't use the menu as a complete display in her room. She has the headings and as she teaches the strategies, she adds it under the correct heading.
ReplyDeleteIbbeck1701--I agree, I had to file away conference forms too!
ReplyDeleteThe first beneficial thing I found while working through Cafe Reading was to have a copy of the strategies in the front of each child's tab. I highlighted or made quick notes beside strategies we covered in conferences.
The second thing was to have a quick ready-reference page that contained lexile levels, notes from Benchmark tests, their strengths and weaknesses highlighted in their previous year's End of Course Test (CRCT for us)...This helped to guide all conferences when I started, but also gave both the student and I something to target when we were finished working with one strategy and wanted to move to another.
After doing Cafe for about 3 years,I added the notebook to my program last year. Ordered a special Zazzle notebook to go with my Hollywood Theme. I loved it! I used regular dividers and labeled them per child. There are cute free printable calendars that you can download. It was a wonderful way to keep track of who you were meeting,,,who appeared absent..etc..Now this year instead of having 1 section of Literacy I will have 3...so I guess I will have notebooks galore.
ReplyDeleteAs always thanks for your ideas. :)
Well, I did go out and get my pensive binder, two of them, to last the whole year. Does anyone know the best binder that will last a long time? What is the Touch Points on the Strategy Group Form? Can't wait to get organized this way. I sure hope it works. Is there anyone out there that has some ideas to make this work without giving up?
ReplyDeletelov2teach:
ReplyDeleteI can't add an attachment, but I found this AWESOME explanation of Touch Points on the proteacher forum.
How do we determine if a child is ready to move to a new strategy on the CAFÉ Menu? Touch Points!
We call it a "touch point" when we see a student correctly execute a strategy while reading. We either make note of the date the child successfully used the strategy or put a check mark in the margin of the conferring sheet. Once these total four or five, we determine whether or not the child has competently added it to the repertoire of strategies they have control of. If so, we place a check mark and date next to this strategy on their CAFÉ menu, indicating they have command of the strategy. We also place a check mark and date in the date/touch point box on the conferring form and/or the strategy group page, signaling the end to the teaching and coaching support for this particular strategy. Before the conference ends, we look at the CAFÉ menu and determine which strategy to highlight and focus on next.
An alternative to check marks would be actual grades. For example if a child's goal is comprehension and their strategy is check for understanding, the first day we meet with them to introduce this strategy we would write a "1" in the touch point box on their conferring sheet since they are a below standard with this skill. The next time we meet we might notice they are starting to understand and use the skill, so we give them a '2", meaning they are approaching standard. We assess their knowledge and application of the skill each time we meet together, putting the correct number (or letter grade) in each time. For our district, a "3" denotes the child is meeting standard and a "4" is exceeding standard. As we look over our record sheets, we know we can move a child onto another strategy when they've accumulated four or five 3's and 4's.
Whether you use check marks, alphabetical grades, or a numerical system, when a child has successfully demonstrated the skill four or five times, and you feel they have really internalized it, you can phase out of direct instruction, continue to monitor periodically, and move to a new skill or strategy.
Mrs. K,
ReplyDeleteThanks so much for taking the time to explain the touch points. You made it simple to understand, again thanks!!!
Here is the Cafe Menu with Common Core standards. http://www.thedailycafe.com/public/department100.cfm
ReplyDeleteIf your grade level isn't there, just google Cafe Menu with __ grade common core
Here is the link for the sixth grade alignment
http://www.thedailycafe.com/CAFE_Menu_6th_grade%20common%20core.pdf
I'm so excited about using Daily 5 and CAFE for the first time this year. I've always struggled with conferring in a productive way and meeting with groups. I love how the pensieve is organized - I'm a big binder user and this is right up my alley!
ReplyDeleteI really enjoyed this chapter so far. I am not the greatest with organization, and I believe that this will be a wonderful tool. It will also help me provide "evidence" for my evaluations.
ReplyDeleteFor those of you who have utilized this notebook in the past, does it take a while to get under control? What size note book do you suggest?
Chapter 2 really got me excited, I began to put the Pensieve together. I was thinking I would get a separate binder for the Ready Reference lessons and divide them up in sections of Comprehension, Accuracy, Fluency and Expanded Vocabulary.
ReplyDeleteMy CAFÉ bulletin board is almost complete. I still have questions about the blank strategy cards, when and who writes them.
As I read through the menu of comprehension strategies a great resource came to mind. Reading Strategies: Helping Young Readers Develop Independent Reading Skills by Creative Teaching Press.
Viva Café!
Okay, this chapter was a great read that helped me connect the way I have attempted Reader's Workshop the last few years. I have kept a binder with running records, anecdotal notes organized by group (but not by individual student), strategies we are working on and how they are progressing. I have also tried writing weekly plans per group which works sometimes but not always. One year I tried strategy groups but fell off with that when I realized one student seemed to fit in with all the groups. I could have spent all day meeting with that one kid! Wondering if the sisters discuss this in later chapters.
ReplyDeleteMs. Turnage: Yes, they do!
ReplyDeleteI LOVE this part of the CAFE book--simply stated truth--I thought I was the only one!
"At this point, some of you are reading this and hoping we'll tell you exactly what strategy to pick for readers at that moment. As we confer with students, how we wish for someone standing over our shoulder to do exactly that for us! The truth is there are many strategies you can choose as you confer with children. If you've completed assessments, you will have some sense of what they are struggling with and what they might need. The good news is that you don't have to make the perfect choice, or even the best choice, every time you confer. Why do we teachers put that much pressure on ourselves when teaching is such a complex art and science?"
Thanks for all the comments, I've gotten a bunch of ideas. I love the idea of the label that can be stuck on a child's form later. I'll have to remember to file away filled pages so I don't have to lug around a heavy binder.
ReplyDeletelove2teach3- thanks for asking my question! I had no idea what touch points were either. I tried the index and skimming ahead in the rest of the book and couldn't find anything on it either. Mrs. K, thanks for answering!
-Lyn
My team of 5th grade teachers have been doing this as a book study. After much discussion we came up with the term RACE instead of CAFE.
ReplyDeleteR: Responding to Reading,
A: Accuracy & Fluency
C: Comprehension
E: Extend Meaning & Vocabulary
We are excited to begin this. The organization the Sisters describe really makes the most sense out of all the Anecdotal records I have ever read about.
I have loved the use of the "pensive", especially after struggling for years to best organize my anecdotal "stuff." Last year I went through four notebooks -one for each nine weeks! (perhaps I should invest in a little more quality notebook?...) I even began adding other anecdotal forms for math and science that I created, and this year will be adding checklists/forms for core curriculum. It has been wonderful to have everything all in one place!
ReplyDeleteMrs. K - THANK YOU! i was so confused about what a Touch Point was. I kept rereading the chapter and getting so frustrated. My brain is frazzled due to the onslaught of "stuff to do" before school begins. I always learn from your posts.
ReplyDeleteLike many others I am nervous about biting off more than I can chew with the notebooks. I am putting one together though and going to give it a shot. The D5 has worked so well for me I have to believe in Cafe too.
I just found you through another blog. Come visit us sometime. Your newest follower, Stephanie
ReplyDeletehttp://primarypossibilities.blogspot.com/
Lisa F. Thank you for the ideas on your reference pages you add to front of child's tab. They look like something I'd be comfortable using.
ReplyDeleteThank you Mrs. K for the explanation of Touch Points. I was also wondering what they were too! That was a BIG Help!
I'm looking forward to CoTeaching with D5/Cafe this year, but also a little overwhelmed. Hopefully my Co Teacher and I can take one step at a time and jump in with it. Thank you for the posts...always helpful.