A Guide to Guided Reading

Transcription

1 A Guide to Written by Suzanne Aessie, Janice Dunn and Nicole Spencer An NLSD Professional Literacy Project

2 Table of Contents What is? 3. Our Shared Philosophy of 4. The Purpose of this Guide 5. NLSD: Components of a Balanced Literacy Approach 6. What do the Experts Say? 7. Key Learning Outcomes and Specific Learning Outcomes 8. Preparing for Daily 5 The Daily Café Website Fountas and Pinnell Benchmark Assessment System Building Groups for Prepare for Instruction The Area The Process The Process: Before, During and After Time Line: Literacy Assessment and 9. The Café Book 10. Paper Pensieve 11. Online Café Conferring Pensieve (CCPensieve.com) 12. References S. Aessie, J. Dunn & N. Spencer (2015) Page 1

3 reading is an instructional setting that enables you to work with a small group of students to help them learn effective strategies for processing text with understanding (Fountas & Pinnell, 1996, p. 2). reading leads to the independent reading that builds the process; it is the heart of an effective literacy program (Fountas & Pinnell, 1996, p. 1). The ultimate goal in guided reading is to help children learn how to use independent reading strategies successfully (Fountas & Pinnell, 1996, p. 2). reading is a key part of a balanced reading framework and an essential element of a successful reading workshop (Richardson, 2009, p. 6). S. Aessie, J. Dunn & N. Spencer (2015) Page 2

4 What is? reading is a teaching approach designed to help individual students learn how to process a variety of increasingly challenging texts with understanding and fluency. reading occurs in a small-group context because the small group allows for interactions among readers that benefit them all. The teacher selects and introduces texts to readers, supports them while reading the text, engages the readers in a discussion, and makes teaching points after the reading. Sometimes, after reading, the teacher extends the meaning of the text through writing, text analysis, or another learning experience. The lessons also may include working with words based on the specific needs of the children (Fountas & Pinnell, 2001). Our Shared Philosophy of As experienced teachers, we recognize that students in our classroom are all reading at different levels and have different needs. reading has proven to be a successful tool used in our daily instruction to meet the varying needs of all students. This form of differentiated instruction takes away the frustration and fear of reading because students are working at an instructional level with the support they require. Because all students achieve success, they develop a positive attitude toward reading and experience a higher level of enjoyment. The Purpose of this Guide Is To: deepen an educator s understanding in the area of guided reading provide the support teachers may need in order to implement guided reading into the classroom to improve upon student learning provide ideas in the structure of Daily 5 deepen an educator s understanding using the Fountas and Pinnell Benchmark Assessment System enable children to use and develop reading strategies support children as they become strong independent readers provide support for NLSD teachers S. Aessie, J. Dunn & N. Spencer (2015) Page 3

5 NLSD: Components of a Balanced Literacy Approach Read Alouds Shared Independent Modeled/Shared Writing Interactive Writing Independent Writing reading is one component of NLSD s Balanced Literacy Approach. Depending on the grade and reading level, a student might spend between ten to forty minutes a week in a reading group that is organized, structured and supported by the teacher. The rest of the time, students will participate in whole-group, small-group, and individual literacy activities at their instructional level. A high-quality literacy program provides several kinds of reading and writing. reading is one approach that teachers can use to support children s differentiated reading needs. gives children the opportunity to develop as individual readers while being supported by a teacher gives teachers the opportunity to observe students reading process and use of strategies gives readers the opportunity to develop reading strategies to increase reading levels gives students a chance to discuss the text using higher level thinking skills allows students to strengthen their comprehension skills with support from the teacher develops the abilities needed for independent reading (Fountas & Pinnell, 1996) S. Aessie, J. Dunn & N. Spencer (2015) Page 4

6 What do the Experts Say? The purpose of guided reading is to meet the varying instructional needs of all the students in your class, enabling them to greatly expand their reading powers (Fountas & Pinnell, 2001, p. 191). Grouping gives the teacher a way to approach reading instruction systematically so that each child s needs are met (Fountas & Pinnell, 1996, p. 104). is a teacher-directed activity for small groups of students with a similar need uses texts at the student s instructional level to provide the necessary support and challenges during the lesson involves intensive teaching, with the teacher supporting students as they talk, read and think their way through a text involves students practising strategies that will enable them to read independently enables students to have a high accuracy rate in reading when the proper text is selected for them provides students with the necessary strategies to overcome reading road blocks increases students comprehension, accuracy, fluency, vocabulary and reading level S. Aessie, J. Dunn & N. Spencer (2015) Page 5

7 Key Learning Outcomes Example of Grade 3 KLO s covered during Daily 5, Café Conferences & : KLO I communicate my understanding of new ideas and information by making connections to what I know I connect personal experiences to new ideas and information from texts I explain my understanding of new concepts in my own words I explore ideas and feelings by asking questions, talking to others and referring to texts I choose and use a variety of text of interest to me I talk about my strengths as a reader, writer & illustrator KLO I choose from a variety of texts to develop new understanding of various topics I can choose different texts to help me communicate and share ideas I can choose and use a variety of text of interest to me. KLO I consider the ideas of others to enhance my understanding I can explore and clarify my understanding by asking for others ideas and observations KLO I explore my understanding of new ideas and information by talking and writing about them I explore and clarify my understanding by asking for others ideas and observations I experiment with arranging and recording ideas and information in many ways. KLO I use a variety of strategies and cues to understand text I share ideas from my personal experience that are related to new ideas and information I apply different strategies such as setting a purpose, confirming predictions, making inferences and drawing conclusions I identify the main idea and supporting details in simple narrative and expository texts I read silently with increasing confidence and accuracy I use a variety of strategies and cueing systems to help me read unfamiliar words KLO I use text features to understand ideas and information in texts I use headings, paragraphs, punctuation and quotation marks to help me understand I use capitalization, commas in a series, questions marks, exclamation marks and quotation marks to help me read and understand what I have read S. Aessie, J. Dunn & N. Spencer (2015) Page 6

8 KLO I use phonics and language structure to understand ideas and information in texts I use what I know about phonic rules and generalizations to competently read unfamiliar words in context I use what I know about word parts and syllables to read unfamiliar words in context KLO I use text features to understand ideas and information in texts I use headings, paragraphs, punctuation and quotation marks to help me understand I use capitalization, commas in a series, question marks, exclamation marks and quotation marks to help me read and understand what I have read. KLO I choose, retell and connect important details from what I read, see and hear I tell about or write my favorite parts of texts I connect situations found in texts to personal experiences using textual references I summarize the main idea in texts I discuss, represent or write about idea in text and connect to my own ideas, experience and other texts I make inferences about a characters actions or feelings KLO I use artistic qualities of texts to create mental pictures and feelings I express feelings related to words, pictures and sounds in texts I identify how authors use comparisons and how they create mental image. KLO I identify main characteristics of a variety of texts I identify distinguishing features of texts I discuss ways that visual images show meaning in texts. KLO I make connections between different elements found in texts I can include events, setting and characters when summarizing or retelling texts I can describe the main characters: who they are, their actions and how they relate to other characters I can identify ways that messages are enhanced by using specific techniques I summarize the main idea in texts I can recognize examples of repeated humour, sound and poetic effects that contribute to reader enjoyment KLO I present ideas and information using effective oral and visual communication I can present ideas and information on a topic, using a pre-established plan I use print and non-print aids to illustrate ideas and information in texts. KLO I show attentive listening and viewing by responding to others idea. S. Aessie, J. Dunn & N. Spencer (2015) Page 7

9 Preparing for Daily 5 The Daily Five is an example of a classroom structure which provides an environment where guided reading can work effectively. Teaches and Fosters Independence 5 Components: Read to Self Work on Writing Listen to Read to Someone Word Work The Daily 5 is a series of literacy tasks which students complete daily while the teacher meets with small groups or confers with individuals. It is more than a management system or a curriculum framework it is a structure that will help students develop the daily habits of reading, writing and working with peers that will lead to a lifetime of independent literacy. The Daily 5 book (Boushey & Moser, 2014) not only explains the philosophy behind the structure, but shows you how to carefully and systematically train your students to participate in each of the five components. Explicit modeling, practice, reflecting and refining takes place during the launching phase. This prepares the foundation for a year of meaningful content and instruction tailored to meet the unique needs of each child. As students are building stamina with Daily Five, we stay out of their way until they exhibit about seven to fifteen minutes of stamina. At this time, we start our individual assessments to find out exactly what skills and strategies each individual student needs and also their area of strength (Boushey & Moser, 2014, p. 48). S. Aessie, J. Dunn & N. Spencer (2015) Page 8

10 Listening to Read to Someone Read to Self Work on Writing S. Aessie, J. Dunn & N. Spencer (2015) Page 9

11 Word Work Organizing Daily 5 The creators of the Daily 5 Workshop, Gail Boushey and Joan Moser (2014), take you through many important steps to foster student independence. At the beginning of the school year, it is important to follow Boushey and Moser s 10 Steps to Teaching and Learning Independence. Eventually students will be able to increase their stamina, but important steps are necessary for the success of the Daily 5 structure throughout the year. Chunk 1 Chunk 2 Chunk 3 10 Steps of Teaching and Learning Independence 1 Identify what is to be taught 2 Setting a purpose create a sense of urgency 3 Record desired behaviours on I-chart 4 Model most-desirable behaviours 5 Model least-desirable behaviours, then desirable 6 Place students around the room 7 Practice and build stamina 8 Stay out of the way 9 Quiet signal come back to group 10 Group check-in How did it go? Boushey & Moser, 2014 Must-Have Student Behaviours Read the whole time Stay in one spot Read quietly Start right away Work on reading stamina Ignore distractions S. Aessie, J. Dunn & N. Spencer (2015) Page 10

12 The Daily Café Website: The Daily Café Website explains in detail the plan for how students would spend their time working independently while teachers meet with small groups or confer with individual students. Teachers can continue to further their learning about the Daily 5 through articles, interviews with teachers, videos of launching each daily 5 structure and printable materials. Valuable Resources Available on the Daily 5 Website include: join the Tip of the Week for weekly s interactive Café Menu which provides examples of reading strategies connected to lessons, books and videos interactive Emergent Café Menu Parent Pipeline: Informative handouts for parents on reading strategies detailed information on launching each Daily 5 component helpful tips S. Aessie, J. Dunn & N. Spencer (2015) Page 11

13 Fountas and Pinnell Benchmark Assessment System Once a teacher has a structure in place and students are working independently, the teacher is able to start reading assessments. These assessments, based on accuracy, fluency and comprehension, will determine a student s reading level. Purpose of Assessment A benchmark assessment system is a series of texts that can be used to identify a student s current reading level and progress along a gradient of text levels. What is a benchmark? The word benchmark means a standard against which to measure something (Fountas & Pinnell, 2011, p. 2). Assessment Conference In Fountas and Pinnell (2011) a benchmark is set when a student reads aloud and answers questions during an assessment conference. This assessment is administered during a one-on-one student-teacher conference. The teacher observes and takes notes on the child s reading behaviours and records the information on an assessment form. Using established scoring conventions and procedures for analysis you not only establish optimal learning levels but also gather valuable information about each individual s processing strategies, fluency and comprehension all of which give you insights about how to target your teaching (Fountas & Pinnell, 2011, p.3). Reporting of Results Benchmark assessment data drives your instruction for your students. After the assessments you can organize your guided reading groups and also group students who need more support in a given skill area. The school can use the data to analyze and show trends over time, as well as for discussion and planning. Participation The Benchmark Assessment System is suggested for Grades 1 to 8. As soon as students can begin to read connected text with reasonable accuracy their reading development should be monitored. As students progress to grade three and beyond they should continue to have their reading monitored: fluency, accuracy, vocabulary and comprehension. S. Aessie, J. Dunn & N. Spencer (2015) Page 12

14 When to Administer We recommend administering a benchmark for each student during the first reporting period to determine where to begin instruction. The next suggested benchmark is recommended in February for any student reading below grade level or for students who are not progressing. Many teachers will administer a third benchmark in May or June if a student is still reading below grade level. Many schools are passing the benchmark information to the following teacher in June. We also recommend that Kindergarten teachers administer one benchmark in May if a student is showing signs of reading and comprehension. Some schools are using the Fountas & Pinnell Longitudinal Folders to see growth over many years in reading. If schools are using the F & P Longitudinal Folders then a benchmark is required on all students at the beginning and end of each grade level. Why use the Fountas and Pinnell Benchmark Assessment System? To: determine either the independent, instructional, or hard reading level provide data to recommend a placement level for instruction form initial groups for reading instruction select texts that will be productive for a student s instruction plan efficient and effective literacy instruction identify students who need intervention and extra assistance (Fountas & Pinnell, 2011) S. Aessie, J. Dunn & N. Spencer (2015) Page 13

15 If you are new to the Fountas and Pinnell Benchmark Assessment System it is recommended that you seek someone with experience at your school for any training and guidance. Tips on how to get started: The Where-to-Start Word Test is a quick way to find a starting place for the benchmark assessment. Ask the child to read the Where-to-Start Word List and record the number of words read accurately. Next, use the correlating Where-to-Start Chart to determine the starting benchmark reading level. For more information on the word test use the Fountas and Pinnell Assessment Guide within the kit. If a student reads 19 or 20 words correctly from the Beginning List they can proceed to List 1. If the student reads 13 words correctly from List 1 they would read the benchmark Level C text. Using the data from the Where-to-Start Chart select the appropriate benchmark form and leveled book for the student. The Fountas and Pinnell Assessment Guide gives you accurate information on how to score the students reading and how to analyse the errors. This will give you information on the student s accuracy, fluency and comprehension. The Assessment Guide will also help you score whether the student read at an independent, instructional or hard/frustration level text. Ultimately, the goal is to determine the student s instructional reading level. S. Aessie, J. Dunn & N. Spencer (2015) Page 14

16 One way to organize all the blank Benchmarks so teachers have quick access. F & P Benchmark F & P Student Folder: A Longitudinal Assessment Folder A grade six teacher scoring a student Benchmark. S. Aessie, J. Dunn & N. Spencer (2015) Page 15

17 The F&P Text Level Gradient should be seen as a continuum of progress for readers. This Gradient is used as a guide for teachers to see growth in reading levels at all grades. With daily teaching, the teacher helps the child climb the ladder of text difficulty with success. The goal of guided reading is to bring the child to the level of complex texts appropriate for the grade. ( andpinnell/textlevelgradient.aspx) S. Aessie, J. Dunn & N. Spencer (2015) Page 16

18 Building Groups for Once all students have had a benchmark assessment completed the teacher is ready to group the students in guided reading groups. Tips on how to get started: group students in similar reading levels (For example, at times there is only one student in a specific reading level that can be grouped with a level higher or lower) organize small groups (four to five children) select text at students instructional level students can also be grouped according to specific reading strategies There are occasions when you may want to have one-on-one guided reading lessons because a particular student does not fit well into a group. According to Jan Richardson (2009), this is usually only a temporary problem since groupings change frequently. The charts below explain the independent, instructional and hard reading level after a benchmark assessment. Ideally you want your guided reading groups to be at a student s instructional level to provide reading challenges with support from the teacher. Independent Level Levels A-K: Highest level read with % accuracy and excellent or satisfactory comprehension. Levels L-Z: Highest level read with % accuracy and excellent or satisfactory comprehension. (Fountas & Pinnell, 2011, p. 143) Instructional Level Levels A-K: Highest level read with 90-94% accuracy and excellent or satisfactory comprehension or % accuracy and limited comprehension. Levels L-Z: Highest level read with 95-97% accuracy and excellent or satisfactory comprehension or % accuracy and limited comprehension. (Fountas & Pinnell, 2011, p. 143) Hard Level Levels A-K: Highest level read at which accuracy is below 90% with any level of comprehension. Levels L-Z: Highest level read at which accuracy is below 95% with any level of comprehension. (Fountas & Pinnell, 2011, p. 143) S. Aessie, J. Dunn & N. Spencer (2015) Page 17

19 Prepare for Instruction Resources In order to be successful in you need multiple copies of quality leveled reading materials. Some examples of leveled reading materials are: Scholastic Literacy Place Strong Nations Publishing A-Z Nelson Literacy Place S. Aessie, J. Dunn & N. Spencer (2015) Page 18

20 Resources Many schools organize their guided reading resources in one location for every teacher and educational assistant to have access to the materials. They can be stored in the library or a designated literacy resource room where all guided reading books and Fountas and Pinnell Benchmark Kits can be stored. North Star Elementary School reading resources are stored in the library. Art Smith Aviation Academy reading resources are stored in the literacy resource room. Duclos Elementary School reading resources are stored in the library. S. Aessie, J. Dunn & N. Spencer (2015) Page 19

21 The Area Ideally it is nice to have a guided reading area in the classroom where children can be successful while reading. Some teachers prefer to sit at a kidney shaped table so they can observe and guide the readers. Other materials that are helpful during guided reading are: multiply copies of leveled readers white board or chart paper small white boards for each student and white board markers and eraser sticky notes and pencils (can be used for students to mark specific pages or information) reading strategies (visual bulletin board of reading strategies or Café Menu strategies) Paper Pensieve (Café Menu of reading strategies and individual reading conferring sheets) (Boushey & Moser, 2009) or online Café Conferring Pensieve (CCPensieve.com) (Boushey & Moser, 2014) White Board Book Boxes Kidney Shaped Table Listening Center Students engaged in learning CCPensieve Multiple Copies of Text S. Aessie, J. Dunn & N. Spencer (2015) Page 20

22 The Process reading runs successfully in a language rich classroom once all the steps are in place. When the structure of Daily 5 runs smoothly and the students stamina continues to increase it will allow the teacher time to hear each student read. At this time a Fountas and Pinnell word test and benchmark assessment can be completed. Afterwards, the teacher can organize students into appropriate groups. This process, even for experienced teachers, can take at least six to seven weeks or more depending on several factors. However, the steps involved are imperative to the success of guided reading throughout the year. instruction can now be a routine part of the day where students receive explicit instruction. Fountas and Pinnell (2001) clearly state that the teacher selects a book that will suit the children in the group (p. 135). The book selected is at the student s instructional level. If the book is too difficult, it is harder for children to monitor their reading for meaning and accuracy. It is better to choose a book that is too easy rather than too hard. Criteria for Determining Text Difficulty Emergent and Early Readers Transitional and Fluent Readers font size, spacing and background book length number of words and lines per page character and plot complexity consistency of text placement the degree of support offered at the how closely illustrations support the beginning of the book meaning of the text age appropriateness of concepts repetition of language patterns and predictable text structures book features that help children access information how closely the writing reflects familiarity of topics and experiences children s oral language balance of narration and dialogue how closely the content relates to children s interests and prior experiences change of setting word difficulty (Taberski, 2000) S. Aessie, J. Dunn & N. Spencer (2015) Page 21

23 Books for Emergent, Early, Transitional and Fluent Readers Since emergent and early readers are just learning about print and letter sounds, their books must help them focus on words, integrate semantic, syntactic, and graphophonic cues. They must use what they know about words to learn new ones (Richardson, 2009). Transitional readers have acquired basic reading skills, but are challenged by the longer, more complex texts they are beginning to read. Fluent readers will be asked to interpret the author s purpose or message, compare books on similar themes, and research topics of interest (Richardson, 2009). The Process: Before, During and After If your school has the guided reading program titled Literacy Place, then inside each package is a teacher lesson plan. Each lesson plan is organized into: before reading, during reading and after reading. Extensions to each book are also suggested. For example, writing, text analysis, or working with words are some recommendations. A lesson plan for guided reading is going to vary depending on the reading level. Emergent, early, transitional and fluent readers all need different prompts for monitoring and decoding, as well as prompts for fluency and retelling. S. Aessie, J. Dunn & N. Spencer (2015) Page 22

24 Below are some examples of before, during and after reading instructional strategies. Before A teacher will access background knowledge, build schema, set a purpose for reading, and preview the text with students. The students will engage in a conversation about the story, raise questions, build expectations, and notice information in the text. Before Instructional Approach can include: predicting: activate and build prior knowledge learning new vocabulary discussing various text features picture walk or visual literacy feature ( to explain any important information and unfamiliar concepts in the pictures) set a purpose for reading During The students will read independently within the group. As students read, the teacher will monitor student decoding and comprehension. During Instructional Approach can include: monitor reading (listening to individual students) support individual students with vocabulary and reading strategies listen to students read and observe, prompt, coach and teach support with monitoring, decoding words, reading fluently and retelling introduce and practice reading comprehension strategies stop students periodically to stop and check for understanding observe: at this time the teacher can make notes in the Paper Pensieve or online Café Conferring Pensieve (CCPensieve.com) (Boushey & Moser, 2014) After Following the reading, the teacher will again check students' comprehension by talking about the story with the students. After Instructional Approach can include: assess the students understanding of what they have read discuss successful reading strategies observed review and discuss any challenges students experienced retell, relate and reflect on the book make connections to the fiction or non-fiction text (text-to-text, text-to-self, text-tothe-world) students could write about the text in a note book extend the story through activities such as art, drama or further reading add vocabulary words to their personal dictionary and provide opportunities to practice the words S. Aessie, J. Dunn & N. Spencer (2015) Page 23

25 With routines and procedures clearly established, students will be able to begin working independently, allowing you to introduce the guided reading aspect of the reading workshop. (Richardson, 2009, p. 6) Before : A grade one teacher is reviewing the ch blend sound in vocabulary words throughout the book. reading stands alongside read aloud, shared reading, independent reading, word study groups, and writing. It is one means of helping children acquire the strategies and skills they need to become fluent readers. It provides the teacher with an important opportunity to demonstrate, to a small group of students, what reading is all about. It provides the opportunity for students to practice and become successful readers. S. Aessie, J. Dunn & N. Spencer (2015) Page 24

26 Time-Line: Literacy Assessment and Example of an Approximate Time-Line for Planning, Assessments and Launch Daily 5 using Boushey and Moser s book The Daily 5. While your students are building stamina in Daily 5 confer with children to assess their Weeks 1-3 needs and match them with books for independent reading. Look through their book bins for Good Fit books. Record notes about their reading in the Paper Pensieve or CCPenseive.com (Boushey & Moser, 2014). Continue to launch Daily 5 and build stamina. Start the Fountas and Pinnell Benchmark Assessment System with each student. This can take Weeks 4-5 approximately 1 to 3 weeks depending on the number of students in the classroom and the stamina of the students during Daily 5. The number of students a teacher can benchmark in a day varies from 1 3 students. Use Boushey and Moser s The Café Menu to model and discuss a specific reading strategy goal. Continue to record notes about their reading in the Paper Pensieve or CCPenseive.com (Boushey & Moser, 2014). Based on conferences with students and the F&P Benchmark, organize students into guided reading groups based on: similar needs, reading levels, or reading strategies. Each group will have between 3-5 students. End of October It is common that a student may not fall into one of the guided reading groups, either because the groups are too large or because their needs are different from the other children in the group. Plan to work with this student individually and often they will fit into a reading group quickly. reading can now be put into place. Select a book that the children Beginning of in each guided reading group can read at their instructional level with November support. Select a strategy the children need to acquire. Continue to record notes about their reading in the Paper Pensieve or CCPenseive.com (Boushey & Moser, 2014). November to the February Mid-February End of February March to mid- May May June Continue with guided reading within the Daily 5 structure. Adjustments to each group can be made based on individual needs. As required, confer with some students using the F&P Benchmark Assessment System. Continue to adjust reading strategy goals as required. As well, this is a good time to review the selected books in the students book bins to see if they have Good Fit books. Based on conferences with students and the F&P Benchmark, reorganize students into guided reading groups based on: similar needs, reading levels, or reading strategies. Continue to run The Daily 5 structure and review and model desirable reading and writing behaviours. Select a book that the children in each guided reading group can read at their instructional level with support. Select a strategy the children need to acquire. Continue to record notes about their reading in the Paper Pensieve or CCPenseive.com (Boushey & Moser, 2014). Confer with each student using the F&P Benchmark Assessment System. It is important to pass the F & P Benchmark Student Recording Sheet or F & P Longitudinal Folder to the next year s teacher. S. Aessie, J. Dunn & N. Spencer (2015) Page 25

27 The Café Book The Café Book provides the technical expertise necessary for individual students to receive exactly what they need to improve as readers. CAFÉ stands for comprehension, accuracy, fluency and expand vocabulary. Throughout the book they explain about their Café Menu and lessons to support the reading strategies on the Café Menu. As well, Boushey and Moser (2009) provide a structure for conferring, a language for talking about reading development, and a system for tracking growth and fostering student independence. CAFÉ addresses the need for literacy assessment and keeping track of each child s strengths and goals as a reader. In the Pensieve section of The Daily Café website it has a conferring notebook video tour and the Pensieve paper forms to get started conferring with students. All of the forms are also on the CD that is provided with The Daily Café book. ( S. Aessie, J. Dunn & N. Spencer (2015) Page 26

28 Paper Pensieve Boushey and Moser (2009) developed the CAFÉ system to support teachers as they: organize assessment data so it informs instruction track each child s strengths and goals create flexible groups of students, all focused on a specific reading strategy Boushey and Moser (2009) state, In this age of accountability and increasing diversity, we need records that document how we are assisting each child with exactly the skills and instruction he or she needs. Children meet with the teacher during literacy workshop conferences, during reading assessments and during guided reading or small-group instruction. The Paper Pensieve is a teacher notebook with a few key record-keeping forms, including a calendar, individual student conference forms, strategy group planners and the CAFÉ menu. The CAFÉ book includes all the paper forms in the appendix, as well, all Paper Pensieve forms can be found on The Daily Café website. ( Below is an example of a Conferring Sheet for tracking a student s reading progress. The teacher keeps track of progress on the goal sheet in the notebook and schedules the next conference on the calendar. The same forms can be used during guided reading instruction. S. Aessie, J. Dunn & N. Spencer (2015) Page 27

29 Online CAFÉ Conferring Pensieve: Boushey and Moser now offer a digital conferring notebook if a teacher prefers to keep track online instead of on paper. The digital conferring notebook makes it easy to organize data, monitor student growth, and differentiate instruction. It is a reliable tool to keep track of student interactions, conferences, commitments, and next steps. CCPensieve makes it easy to: get started with The CAFÉ Menu s interactive reading goals and strategies manage and assess each student s reading progress maintain a history and time line of interventions and conference for each student organize student conferring dates on a calendar and organize guided reading groups generate pdf reports that summarize goals, interventions and strategies used S. Aessie, J. Dunn & N. Spencer (2015) Page 28

30 Online CAFÉ Conferring Pensieve (CCPensieve.com) Goals and strategies are chosen on the conferring form to improve reading skills. Observations and next steps can also be recorded. Interactive CAFÉ Menu (CCPensieve.com) The Interactive CAFÉ Menu can be accessed on your CCPensieve account. This allows for convenient access to videos, downloads, articles, and books that support each strategy. S. Aessie, J. Dunn & N. Spencer (2015) Page 29

31 References Boushey, G. & Moser, J. (2009). The Café Book: Engaging all Students in Daily Literacy Assessment and Instruction. Portland, ME: Stenhouse Publishers. Boushey, G. & Moser, J. (2014). The Daily 5 Second Edition: Fostering Literacy Independent in the Elementary Grades. Portland, ME: Stenhouse Publishers. Boushey, G. & Moser, J. (2015). CC Pensieve. Retrieved from Boushey, G. & Moser, J. (2015). The Daily Cafe. Retrieved from Fountas I.C., & Pinnell, G.S. (2007). Fountas and Pinnell Benchmark System Kit 1. Portsmouth, NH: Heinemann Publishing. Fountas I.C., & Pinnell, G.S. (1996). : Good First Teaching for all Children. Portsmouth, NH: Heinemann Publishing. Fountas I.C., & Pinnell, G.S. (2001). Readers and Writers Grades 3-6: Teaching Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann Publishing. Fountas I.C., & Pinnell, G.S. (2012). Text Level Gradient. Retrieved from Literacy Place for the Early Years: A Comprehensive Canadian Literacy Resource for K-3. Scholastic Inc.; Moving Up With Literacy Place: A Complete Balanced Literacy Resource for 4-6. Scholastic Inc.; S. Aessie, J. Dunn & N. Spencer (2015) Page 30

32 Nelson Literacy: and Independent Kit. Toronto, ON: Nelson Education Ltd.; a-z; Richardson, J. (2009). The Next Step in : Focused Assessments and Targeted Lessons for Helping Every Student Become a Better Reader. New York, NY: Scholastic Inc. Strong Readers: Aboriginal and Series; Strong Nations Publishing Inc.; Taberski, S. (2000). On Solid Ground: Strategies for Teaching and K-3. Portsmouth, NH: Heinemann Publishing. S. Aessie, J. Dunn & N. Spencer (2015) Page 31