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Daily 5 & Cafe Book Study

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Registration Closed.
Last Date to Register: 1/7/2013 12:01 AM
Last Date to Cancel: 1/5/2013 12:01 AM
Agency: CESA 10
Agency Contact: Paula Harms
Agency Assistant: Judy Doro 715-861-6982
Audience: K-5 Teachers
Location: CESA 10
725 West Park Avenue
Chippewa Falls, WI 54729
Facility: Distance Learning
Date/Time:
1/7/2013 04:00 PM - 06:00 PM
1/14/2013 04:00 PM - 06:00 PM
1/22/2013 04:00 PM - 06:00 PM
1/29/2013 04:00 PM - 06:00 PM
2/5/2013 04:00 PM - 06:00 PM
Attachments:

   You have heard the buzz and wondered what this is all about. This book study is intended for those teachers interested in implementing the Daily 5 and Café in their classrooms while having a support system. We will work our way through the books. We will be exploring the five areas of the Daily 5: Read to Self, Read to Someone, Listen to Reading, Work on Writing, and Word Work, and the Café: record keeping and conferring. Participants are responsible for purchasing their own books prior to the start of the book study and reading the first 3 chapters of Daily 5 prior to the initial class. Video clips to model the various structures and strategies will be viewed.
   One credit will be available for $130 through St. Mary's University.  This is the same book study that was held two years ago. If you took the book study for credit previously you will not be able to take this for an additional credit. This offering is sponsored through the State Title I Network.

Class Structure
January 7th     Daily 5: Chapters 1-3
January 14th   Daily 5: Chapters 4-7
January 22th   Café: Chapters 1-3
January 29th   Café: Chapters 4-6
February 5th    Café: Chapter 7

Learning Outcomes:
1.  Participants will understand the need to create a sense of urgency in learning.
2.  Participants will develop an understanding of the management system used in the Daily 5 and strategies within the Café.
3.  Participants will identify ways to help students recognize the reading strategies they need.
 

Teacher Standards
WES1The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
WES3The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
WES4The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving, and performance skills.
WES5The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
WES7The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
WES8The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.