CONFERRING IN READERS WORKSHOP

WHY WE LOVE TEACHERS VIDEOIn This Moment song

The toughest job

AGENDA

Conferencing – the What and the Why

Types of conferences and logistics

Using conferencing to form your instruction

Conferencing records/notebooks

Conferencing Tips

DISCUSSION POINTS

How are you currently conferencing with your students?

Weekly? Daily? How many students a day? Week? How long are your conferences? How are you keeping records? How are you using that information?

WHAT IS AN INDEPENDENT READING CONFERENCE?

Teacher works one-on-one with a student to teach the reader what s/he needs to learn about reading.

The teacher assesses (researches) what the student needs to learn, decides what to teach the student and then teaches the reader.

One on one meetings are the ultimate confidence builders for students. They are especially effective as follow up to instruction, when students practice a strategy. Your undivided attention to each child makes them feel that you care about their learning and will try to help them improve and understand. (Robb, 1998 7-7)

CONFERENCE GOALS FOR THE TEACHER

To coach the student to think actively To assess what the student knows and needs

to learn(Research and Decide) To teach the reader(Teach)

CONFERENCING GOALS FOR THE STUDENT

To apply reading strategies. To develop metacognitive skills To talk about books in a variety of

ways, (e.g. author’s craft, character development, preferences).

FOUR PART CONFERENCE STRUCTURE

Research- What does the student know?- What does the student need to learn?

Decide- Select 1-2 things the student is ready to learn next.

Teach- Explain and model the strategy

And Record- Record what you taught and expect student topractice for follow-up at next conference.

HOW LONG SHOULD A CONFERENCE LAST?

Conference length can vary – depending on what you are noticing with a student.

Some students may only need a quick reminder of a skill to use.

Others you may feel it is important to spend a little more time with.

In general – they last between 3 -5 minutes for most students.

HOW OFTEN SHOULD I CONFERENCE WITH STUDENTS?

If you are only doing conferences during the work time, you should be able to see 4-5 students a day.

This would allow you to meet with each student once a week.

If you are doing conferences AFTER small group instruction, you will probably see only 1-2 students each day.

This would allow you to see each student approximately once a month.

CONFERRING ABOUT INFERRING

Katie confers with two middle school students after the inferring minilesson as they practice the strategy by annotating and discussing inferences in their picture books. How does Katie “break

down” inferring to teach it explicitly?

What do teachers gain when they, as Katie says, “eavesdrop” on conversations?

Katie says conferring gives her a chance to assess. What might she be noticing and noting about these two readers?

JOY OF CONFERRINGVIDEO GLIMPSES INTO CLASSROOMS

- Preston – fluency and rereading

Reading Conference

A STRATEGY FOR ‘DRIVE-THRU’ READERS BY AIMEE BUCKNERIn this conference with a 4th grader,

Aimee Buckner tackles text choice, notes, and main ideas all in less than five minutes.

   What do we learn about this reader?

How does Aimee’s tip about the title help the reader to determine importance? What other tips would help if the title wasn’t so definitive?

In this conference with a 4th grader, Aimee Buckner tackles text choice, notes, and main ideas all in less than five minutes.

In this conference with a fifth grader, Aimee Buckner shares two strategies -- one to use when putting a book away between readings, and another to help keep track of characters .

What do we know about this reader?

What is tricky about this text?

What might you discuss in a follow-up

conference? a complex narrative where the point of view is constantly shifting.

 ”Teaching Point of View in Grades 3-5”

DEMO CONFERENCE

7 Minute Conference with Patrick Allen

CONFERENCE DISCUSSION

What structures do the conferences you watched have in common?

What components did you like about the conferences you saw that you plan to implement?

What would you change about the conferences?

CONFERRING OR ASSESSING?

Conference frequently with students. Use a balanced approach for assessing. Don’t use a “formal” assessment toolat every conference. Some conferences should be discussionsbetween two readers: you and the child. As needed, use a running record or otherassessment tool to monitor students’ readingprocess and progress.

CONFERRING TIPS

TIP #1 – TALK ABOUT WHAT YOU SEE THE STUDENT DOING IN THE MOMENT.

I see you are laughing. What’s so funny?

I see you have lots of sticky notes in your book. What

are you writing?

I see you’re reading the back of the book. Tell me about that--what kind of information does it give you?

I see you have selected many nonfiction text. What do

you like about nonfiction?

#2 – TALK ABOUT WHAT YOU DISCUSSED AT THE LAST CONFERENCE.

Last time we met, we talked about finding “just right”books. Share with me the books you selected. How do you know they are “just right?”

Last time we met, we worked on reading fluently andpaying attention to the punctuation marks. Read thispart aloud so I can hear how you’re doing…

Last time we worked on what you can do when youcome to a word you don’t know. What can you do tofigure out that word?

#3 – TALK ABOUT THE DAY’S FOCUS LESSON TOPIC OR UNIT OF STUDY

In the focus lesson we practiced creating sensory images. Show me a place in the book where you could create a strong image.

We are learning about nonfiction. How do you read this page? What part do you read first?

We have been practicing retelling. Retell what you have read so far in the book.

#4 ASK ONE OR MORE OPEN ENDED QUESTIONS

How’s your reading going?

Tell me about this book…what’s it about? What’s

happening so far in the story?

Tell me about the character in the story?

Why did you select this book?

Can I help you with anything in your reading?

#5 – TRY AN OVER THE SHOULDER READ. I want you to silently read the rest of this page, and

I’m going to sit here beside you and read it silently to myself.

When you’re done, let’s talk about what you’re thinking.

Things to Notice• Silent Reading Rate—How long does it take forthe student to finish reading that section silently?• Comprehension—Does the student understandthe selection? What strategies does the studentuse?• Oral Reading (optional)--# of errors, fluency &phrasing

# 6 – LEAVE THEM WITH A FOCUS.

At the end of the conference – be sure to set a goal for the student.

Give them something specific to work on or try .

CONFERENCING NOTES

User friendly; doesn’t have to be complicated

Record and Reflect over time

Way to keep track of who to confer with

Space to record information you need

MAKE AND TAKE ANCHOR CHARTS

REFLECTION AND TAKE AWAY

3 - Write down three things you felt were important about conferencing.

2 – Write down two new ideas you will try with conferencing

1 - Write down one question that you still have.