CAFÉ in the Classroom
To give you a better idea of what CAFÉ looks like in the classroom, let me answer some questions. Remember this is just a glimpse at how I use CAFÉ in my classroom.
Q: First of all, what is CAFÉ?
A: Café is an acronym for Comprehension, Accuracy, Fluency, and Expanding Vocabulary. Gail Boushey and Joan Moser developed this system which allows even the youngest readers to self-monitor their progress, and chart their goals within the larger context of classroom community.
Q: How does this fit into Guided Reading?
A: I am able to narrow my focus for mini lessons (small group and whole group) based on standards and the headings (Comprehension, Accuracy, Fluency, and Expand Vocabulary). I use the ideas for my mini lessons and to conference with students.
Q: How does this support differentiation?
A: I meet with students in a small group based on their reading needs! Students set goals for themselves (with my guidance) based on their needs.
Q: How does this work with using Daily 5?
A: In my classroom, I always try to do 3-4 rounds of Daily Five. Before we begin, I teach a mini lesson that is related to one of the following: comprehension, accuracy (decoding), fluency, or vocabulary. (See how well this goes together?) When I pull students to read in a small group, I conference and set goals with them based on their reading behaviors.
I understand what I read
I can read the words
I can read accurately, with expression and understand what I read
I know, find, and use interesting words
Check for understanding
Cross checking – Do the pictures and/or words look right? Does it sound right and make sense?
Back up and reread
Use the picture – Do the words and picture match?
Read appropriate level text that are “Good Fit”
Tune in to interesting words and use new vocabulary in my speaking and writing
Monitor and fix up
Use beginning sounds and ending sounds
Use pictures, illustrations, and diagrams
Retell the story
Blend sounds, stretch and read
Practice common sight words and high frequency words
Use word parts to determine meaning of words (prefixes, suffixes, origins, abbreviations
Use prior knowledge to connect with text
Flip the sounds
Adjust and apply different reading rates to match text
Use prior knowledge and context to predict and confirm meaning
Make a picture or mental image
Chunk letters and sounds together
Use punctuation to enhance phrasing and prosody (end marks, commas, etc…)
Ask someone to define the word for you
Ask questions throughout the reading process
Skip the word and then come back
Use dictionaries, thesauruses, and glossaries as tools
Predict what will happen, use text to confirm
Trade a word/guess a word that makes sense
Infer and support with evidence
Use test features (titles, headings, captions, graphic features)
Summarize text, include sequence of main events
Use main idea and supporting details to determine importance
Determine and analyze author’s purpose and support with text
Recognize literary elements (genre, plot, character, setting, problem, solution)