East Meadow U. F. S. D
Curriculum Area Project
Grade 2 - Launching and Implementing the
Daily Five and CAFÉ Literacy Tasks
2012
Table of Contents
Abstract…………………………………………………………………………………... 3
Rationale…………………………………………………………………………………... 4
Things to Do Before You Start…………………………………………………………… 5
Curriculum Calendar………………………………………………………………………. 6-8
Launching Lessons………………………………………………………………………… 9-21
Appendix A/Read to Self “I” Chart……………………………………………………..... 22
Appendix B/Read to Someone “I” Chart………………………………………………..… 23
Appendix C/Listen to Reading “I” Chart………………………………………………….. 24
Appendix D/Work on Writing “I” Chart…………………………………………………... 25
Appendix E/Word Work “I” Chart………………………………………………………... 26
Appendix F/ How to Use Materials Chart………………………………………………… 27
Appendix G/ Material Clean Up Chart……………………………………………………. 28
Appendix H/ Pensieve or Workshop Binder………………………………………………. 29
Appendix I/ Keeping Track Form…………………………………………………………. 30
Appendix J/ CAFÉ Menu aligned with Common Core Standards………………………… 31
Appendix K/Strategy Groups and Instruction Form………………………………………. 32
Appendix L/Reading Level Tracking Sheet……………………………………………….. 33
Appendix M/ Coaching Conference Outline………………………………………………. 34
Appendix N/Conference Needs and Strategies…………………………………………….. 35
Appendix O/Lesson Planning Sheet……………………………………………………….. 36
Appendix P/Word Work Activities………………………………………………………… 37-54
Appendix Q/Listen to Reading Websites…………………………………………………... 55
Appendix R/Letter to Parents………………………………………………………………. 56
Appendix S/I Pick Good Fit Books Chart………………………………………………….. 57
Appendix T/Three Ways to Read a Book Chart……………………………………………. 58
Works Cited………………………………………………………………………………… 59
Abstract
This Curriculum Area Project (CAP) provides the framework for implementing the “Daily Five.” The “Daily Five” is a book written by Gail Boushey and Joan Moser and includes a series of literacy tasks to be completed daily during the reading block. It also includes the CAFÉ system which is based on the book written by the same authors. CAFÉ is an acronym that stands for four aspects of reading that include: Comprehension, Accuracy, Fluency and Expanding Vocabulary.
This CAP was created for second grade teachers. It provides a curriculum calendar, necessary materials, launching lessons, activities, worksheets, and charts. In addition, a CAFÉ menu is included that is aligned with the second grade common core curriculum.
Rationale
The process of reading encompasses many strategies and skills. In order to successfully and explicitly teach these strategies and skills, a management system must be achieved that demonstrates and practices routines and appropriate behaviors. This CAP assists teachers in obtaining that goal by providing the structure for the “Daily Five.” This includes launching lessons and charts that will assist children in learning how to cycle through independent work periods. While students are working independently on different reading tasks, teachers will be given the opportunity to work with small reading groups and to conference with children one on one.
The purpose of this CAP was also to include the necessary tools to organize assessment data which will allow teachers to track their students’ strengths and goals and inform their instruction.
Finally, the reason for this CAP was to incorporate a monthly curriculum calendar that provides a “road map” for teachers of the skills and strategies needed to be taught in all areas of literacy. A lesson planning sheet was also developed as a tool to assist teachers in incorporating all aspects of the CAFÉ framework.
Things to Do Before You Start
· Establish a gathering place- a place for the whole class to sit together that includes a chart rack and a white board
· A leveled library
· Bulletin board space for the Daily 5 and Café Menu Board
· Create blank “I Charts” for each of the components (see Appendix A-G)
· Organize a pensieve or a workshop binder (see Appendix H )
· Send home parent letter (see Appendix S)
Curriculum Calendar
September / October / November / DecemberDaily 5 / Read to self
“I” charts
Building stamina
3 ways to read a book
“IPICK” books
Read to someone / Read to self
Building stamina
3 ways to read a book
“IPICK” books
Read to someone / Read to self
Read to someone
Listening to reading
“I” chart / Read to self
Read to someone
Listening to reading
“I” chart
Comprehension / Check for understanding,
Back up and reread,
Setting
Making connections / Monitor and fix up,
Ask questions through the reading process / Character traits, make a picture or mental image (visualizing) / Retell the story,
Recognize literacy elements
Accuracy / Cross Checking / Use the pictures / Use beginnings and endings of sounds / Blend sounds; stretch and reread
Phonics/Spelling / Short vowel sounds
Word sorts with short vowels / Short vowel sounds
Word sorts with short vowels / Comparing and sorting short vowel sounds / Long vowel sounds
Word sorts with long vowel sounds
Fluency / Good fit books / Read appropriate leveled texts that are good fit / Voracious reading / Reread text
Expand
Vocabulary / Tune into interesting words / Use pictures, illustrations and diagrams / Tune into interesting words using the word collector / Use dictionaries
Anchor Texts / Those Shoes by Maribeth Boelts
Big Mama’s
By Donald Crews / There Was an Old Lady Who Swallowed Fly Guy by Tedd Arnold / Dr. Seuss Books
Where the Wild Things Are by Maurice Sendak / Harry the Dirty Dog by Gene Zion
Wemberly Worried
By Kevin Henkes
Writing Skill/Strategy / Developing writing ideas / Sentence Fluency
Writing conventions / Organization / Organization
Writing Form / Personal narrative / Personal narrative / How to / How to
Curriculum Calendar (continued)
January / February / March / AprilDaily 5 / Read to self
Read to someone
Listening to reading
Work on writing
“I” chart / Read to self
Read to someone
Listen to reading
Work on writing
“I” chart / Read to self
Read to someone
Listen to reading
Work on writing
Word work
“I” chart / Read to self
Read to someone
Listen to reading
Work on writing
Word work
Comprehension / Use non-fiction text features (titles, headings, captions and graphic features), cause and effect / Main idea and supporting details,
Author’s purpose / Summarize text; include sequence of main events / Compare and contrast within and between a text
Accuracy / flip the sound / Skip the word, then come back / Trade a word/guess a word that makes sense / Cross checking
Phonics/Spelling / Long vowel sounds
Word sorts with long and short vowel sounds / Prefixes and suffixes,
Beginning blends and ending blends / Vowel teams
oi, ow, ee, ea / Vowel teams
ay, ai, oy, oa
Fluency / Practice common sight words and high-frequency words / Use punctuation to enhance phrasing and prosody / Adjust and apply different reading rates to match texts / Use punctuation to enhance phrasing, prosody (end marks, commas)
Expand
Vocabulary / Ask someone to define the word for you / Use word parts to determine the meaning of words / Tune into interesting words, use word collector / Voracious reading
Anchor Texts / Scholastic News
Karl and Carolina Uncover the Parts of a Book
By Sandy Donovan / Friends by Helme Heine
A Bad Case of Stripes by David Shannon / No Jumping on the Bed! By Ted Arnold / Mouse Mess by Linnea Riley
Yo! Yes? by Chris Raschka
Library Lion by Michelle Knudsen
The True Story of the Three Little Pigs by Jon Scieszka
Writing Skill/Strategy / Non-fiction text features / Non-fiction text features / Word choice / Word choice
Writing Form / All about / All about / Poetry / Poetry
Curriculum Calendar (continued)
May / JuneDaily 5 / Read to self
Read to someone
Listen to reading
Work on writing
Word work / Read to self
Read to someone
Listen to reading
Work on writing
Word work
Comprehension / Infer and support with evidence,
Predict what will happen use text to confirm / Infer and support with evidence,
Predict what will happen use text to confirm
Accuracy / Flip the sound / Cross checking
Phonics/Spelling / Superlatives er,
Comparative est, / Controlled -r vowels
Fluency / Reread text,
Apply and adjust reading rates / Cross checking
Expand
Vocabulary / Tune into interesting words / Multiple meaning of words
Anchor Texts / Elmer by David McKee
Alice the Fairy by David Shannon
Biggest, Strongest, Fastest by Steve Jenkins / Miss Nelson is Missing! By James Marshall
Writing Skill/Strategy / Voice / Voice
Writing Form / Persuasive letter writing / Persuasive letter writing
Launching Lessons
Focus Lesson
“Three Ways to Read a Book.”- Common Core- RL 2.7
(See Appendix U)
Make anchor chart:
· Read pictures
· Read words
o “David Goes to School” by David Shannon
o “Where the Wild Things Are” by Maurice Sendak
o “Peter’s Chair” by Ezra Jack Keats
o “Stephanie’s Ponytail”
o “We Share Everything”
o “Goodnight Gorilla”
§ Mercer Mayer
§ Robert Munsch
§ Eric Carle
§ Leo Leonni
· “Today class, we are going to learn two ways to read a book. Who knows what those ways are?”
Discussion…
“You are going to be detectives today and notice what it looks like and sounds like when we read a book two different ways.
“First, we will read a book using just the pictures. Pay close attention so you can turn and tell an elbow buddy what you saw and heard after I finish reading the book.”
Model reading the pictures by talking about each picture in the book.
“Reading the pictures is one way of reading a story. Boys and girls, what did you notice us doing?”
Discussion…
“You are great detectives! Now, see if you can tell what is the same and what is different after I read you the words of this book.”
Read and model metacognitive process of thinking aloud.
Focus Lesson
Read to Self – Common Core RL. 2.10
(See Appendix A)
“Today we are going to begin our very first day of the Daily Five. We know that the most important thing we can do to become better readers is to spend lots of time practicing reading. Let’s begin by making an I-chart, with our ideas of why it is so important that we read to ourselves.”
Top of chart – Read to Self, Independence
Under heading write – Why: to become a better reader
“That is why we will begin Daily Five with Read to Self. Why else do we read to ourselves?”
Write responses on chart - Add an “I”, which stands for Independence. Write “Students” on the top left and “Teacher” on the top right. Brainstorm appropriate Read-to-self behaviors.
“If our class were to do Read to Self independently, which means all by yourselves, what do you think it might look, sound, or feel like?”
(Record response. Be sure “reading the whole time” is included.)
“These are all such good ideas. You already know a lot about how Read to Self looks, feels, and sounds. What about the teacher? What would the teacher be doing?”
Add “teacher” to the I-chart and add: read with groups of children, read with children one at a time, listen to children read, and help them with their reading strategies.
Modeling
“Now that we have talked about what Read to Self might look like, sound like, and feel like, is there anyone who would like to model, or show the class?”
Choose student to model
“Let’s look at ______as he models for us. Wow, he is certainly staying in one spot.”
Point to I-chart while observing each behavior. Applause
“Who can tell us what you saw ______doing as he was practicing Read to Self?”
Choose a few other models.
Incorrect Model
“Is there anyone who would like to model Read to Self the inappropriate way?”
Choose student
“Okay, let’s watch ______as he models Read to Self the inappropriate way.”
“Oh my, let’s look at our chart.”
“Okay, ______, now please show us the appropriate way to Read to Self.”
PRACTICING READ TO SELF- THE THREE MINUTE START
“We are ready to have you all practice Read to Self. Each of you has a book box. Right now you are going to find out where children in our class sit during Read to Self. Then we will practice Read to Self, for just three minutes.”
“The reason we are practicing for just three minutes is that we are working to help you build your stamina and to train your bodies and brains to do Read to Self the appropriate way, the ways we brainstormed on the chart and the way you saw some of your friends model. Building your stamina each day will help you all year long as we work toward becoming better readers who love to read.”
Place children around the room. When someone is unable to focus on his or her book or stay in one spot it is time to stop. Do not manage by proximity or make eye contact. Sit in guided reading spot. Signal class back to the gathering space.
“Let’s look over our I-chart of Read to Self and reflect on how it went. As we read through each of the items on the chart, think about your Read-to-Self behaviors. Were you practicing what readers who Read-to-Self do? Put your closed hand right next to your heart. As we go through each Read-to-Self behavior on our chart, think about how you did today. If you know in your heart that you were successful today, put your thumb up. If in your heart you know that you can improve in that area, put your thumb sideways. Keep it close to you, right next to your heart.”
Read over items on student side of I-chart, reflecting on each.
“Is there anyone who would like to share a celebration of what went well during our first practice?”
“Before we practice again, are there any changes you think we need to make?”
THREE MORE MINUTES OF PRACTICE AND CHECK-IN
“We are going to do another three-minute practice. Let’s look one more time at our I-chart before we go. Is there anything we need to add to this chart to help make our Read-to-Self time go even better?”
Discuss and place children around room in different spots. After three minutes, signal to return to the gathering place.
“Let’s talk about how that three-minute practice of Read to Self went. Who would like to share something that went well?”
Review the I-chart again, with students using their thumbs to reflect upon their behaviors.
Focus Lesson
“Three Ways to Read a Book.”- Common Core RL 2.7
(See Appendix U)