Learning Log 14

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.