Chapter
7 – The Café Book
Reflect
on the following statement found on page 107, “Why not start grouping kids
together by strategy need rather than reading level?” What would this look like?
The teacher would assess each student’s reading
to determine what strategies will enable the child to be a more successful
reader (Boushey & Moser, 2009). The
groups will be comprised of students with varying reading levels, but they are
grouped together based on the strategy need that they have. The groups will change as the students’ needs
change.
What
is the true meaning of “flexible” groups?
What does it look like? How does
it compare to your current practice?
“Flexible” groups means that groups will be
based on student needs instead of ability levels (Boushey & Moser, 2009). The groups may contain varying abilities in
reading; however, the strategy needs that each student needs will decide the
composition of the groups. In a lot of
classrooms, students are grouped according to their ability levels, which are
not necessarily meeting their instructional needs.
Think
of a time you have been “grouped” and it was not a good fit for you. How did you feel? Were you motivated to do your best or were
you discouraged?
In one of my college courses, the class was
required to participate in learning teams.
The first team was great as everyone seemed to have similar goals and
understandings of the requirements of the assignment. The second team that I was on was less than
optimal as two of us did most of the work, and the other team members did not
understand the objective of the assignment and were not at the same ability
level. I feel like I was cheated out of
a beneficial learning experience because of this. I was discouraged; however, I did not want to
receive a low grade for the assignment.
View
figure 7.2 (p. 112; you will notice it is very similar to the form you viewed
on p. 151). Using this form, read a few
sample strategy groups (beginning on p. 116) and highlight the elements of
coaching towards a target that you find.
Then, use a strategy group form to practice filling out what you would
include when coaching a small group.
The sample strategy group that I highlighted was
the last one, Expand Vocabulary: Use Word
Parts to Determine the Meaning of Words (Fifth Grade). The teacher has checked her calendar to
determine which group she is working with at that time. Before meeting with the group, she looks at
each of their assessments to select a strategy to instruct them on that will
aid them toward achieving their goals.
The teacher has the students record the strategy in their notebooks
while she observes them do this. Next,
she begins the lesson by having students examine a newspaper with her in which
they find words for their roots and affixes to develop meaning. She has the students practice the strategy
while she observes as this will let her know if the students understand the
strategy or require reteaching. She
plans to meet with the group the next day to check their understanding of the
strategy, and she ends the group lesson by providing them with encouragement
and positive feedback.
When coaching a small group, I would check my
calendar, and then I would examine my students’ assessments to determine which
strategy to teach them that will meet their needs. I would then quietly observe them as they are
reading before the group meets. Next, I would bring the group together and begin
the lesson, followed by providing my students with the opportunity to practice
under my guidance. At the end of the
lesson, I would plan for our next meeting time and supply them with
encouragement.
How
has reading CAFÉ affected the way you think about literacy instruction?
Reading CAFÉ has provided me with a clearer
picture on how I can differentiate reading instruction in my classroom. I can screen my students at the beginning of
the school year and design an instructional program that will help to meet
their needs. This is important for all
of my students, but it will be crucial for my special needs students. I also like the assessment piece as it can
aid me in providing consistency in assessing and tracking the data for my
students.
Reference
Boushey, G. &
Moser, J. (2009). The café book.
Portland, Maine: Stenhouse Publishers.
