Two+Sisters

  **CAFÉ is an acronym for Comprehension, Accuracy, Fluency and Expanding Vocabulary, four research-based components critical to reading. **
 * CAFÉ enables us to stay focused on children's needs and goals as well as keep records that help us plan focused individual conferences, flexible small-group instruction and whole-class lessons.
 * CAFÉ menu identifies the skills and processes we've researched and used in our own classrooms, but isn't intended to be a comprehensive list of strategies proficient readers use. We encourage our colleagues to use them as a starting point, the basics of comprehension, accuracy, fluency, and expanding vocabulary. It's a flexible system that can be tailored to meet the needs of individual classrooms, schools, districts, and state standards.

Cafe Bulletin/Display Board Headings 

Classroom Arrangement of Computers Video
 * Q:** The computers in my room are taking up lots of space, how do you position them to maximize space?


 * A:** This is a dilemma that requires some thought. We first examine our choices based on the outlets which are available. This video takes us inside Ann Anderson's 5/6 classroom and shows how she has placed her computers to create a sleek and functional area.

http://www.TheDailyCafe.com/public/622.cfm

The 7 Steps to Designing Classroom Environment If you are ready for a room change and need some help thinking differently, try using the form below. If you follow the sequence, we think it will help you achieve the clasroom design and feel you are hoping for.

The Seven Layers of Classroom Design  


 * Reflection on My Classroom**
 * Teaching Students Struggling with Independence Video**

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First, she has Alise choose a piece of fabric that 'feels good to her,' for sitting on. By providing a visual and physical location to sit, highly kinesthetic and distracted children are much more likely to stay in one spot. We typically place the square yard of fabric against a wall so children have a place to lean against as well. Next she talks with Alise about reading the whole time. Since Alise is not able to focus and sustain reading for more than about one minute at a time, she gives Alise her second tool, a one minute sand timer, which gives her a visual cue of how long she must push herself to read without stopping. Thirdly, Joan gives her a very small container of playdough, one of Alise's favorite things. Alise reads until the sand runs out, flips the timer, plays with the playdough until the sand runs out, flips the timer, reads again, etc. The playdough provides a kinesthetic, but quiet break for Alise, and she gets back to reading after a minute, practicing the behaviors the correctly. Once Alise has had time to work with these materials, we introduce a second timer, this one with a bit longer time. We mark the new timer with a "B" for book. She then uses the "B" timer for reading from her book box, while the other timer continues to be playdough time. Alise continues to practice with the timers until we see she is able to comfortably sustain independence with the new, longer timer. Then we increase the "B" timer length again. By slowly increasing the length of time she is reading, interspersed with kinesthetic brain breaks, students like Alise are able to build stamina at a pace that works for them.

 Barometer Questions to Ask Students to Assist in Building Stamina  
 * Teaching the 10 Steps to Independence**

Read To Self Chart

Teacher Reflection on Implementation > > []
 * Following is a debrief interview with Kelly, a first grade and featured teacher on The Daily Café. In this video, Kelly shares how she uses The Literacy [|Cafe]Menu with her first graders.
 * She discusses using the strategies on the [|Cafe]with her whole group, small groups and individuals. Kelly shares that knowing the Cafe' Menu strategies has helped make her teaching more concise, focused and powerful.

[|**Picking A Partner**]