CONFER WITH ME!CONFER WITH ME!

A Practical Approach to A Practical Approach to Reading Workshop…Reading Workshop…

Conferences, Strategies and Conferences, Strategies and IdeasIdeas

ConferConfer: : v.v. To meet in order to To meet in order to deliberate together or compare deliberate together or compare

views; consultviews; consultConferenceConference: 1. n. A meeting : 1. n. A meeting for consultation or discussion. for consultation or discussion.

An exchange of views.An exchange of views. 2. The act of conferring, as of 2. The act of conferring, as of

an academic degree.an academic degree.

One-on-one meetings are the ultimate confidence builders for students. They’re especially effective as follow-ups 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 understand and improve (Robb 1998, 7-8)

What is a conference?What is a conference?A short interaction between teacher and student during A short interaction between teacher and student during

the work time of Readers Workshop. The follow may the work time of Readers Workshop. The follow may occur:occur:

Listen to a student read aloud to determine accuracy and fluencyListen to a student read aloud to determine accuracy and fluency Ask questions regarding what the student is reading to determine Ask questions regarding what the student is reading to determine

comprehensioncomprehension Demonstrate the strategies of proficient readers, such as self-monitoring Demonstrate the strategies of proficient readers, such as self-monitoring

by using a look-back strategyby using a look-back strategy Explain the value of using reading strategies regularlyExplain the value of using reading strategies regularly Reinforce direct instruction done in whole-class settings by repeating a Reinforce direct instruction done in whole-class settings by repeating a

point, such as how to use the Readerpoint, such as how to use the Reader’’s Notebook/Response Notebook s Notebook/Response Notebook correctlycorrectly

Converse with the student about any problem you have noticed or that the Converse with the student about any problem you have noticed or that the student has identifiedstudent has identified

Make recommendations regarding texts the student might enjoy or benefit Make recommendations regarding texts the student might enjoy or benefit from readingfrom reading

Discuss reading habitsDiscuss reading habits Strategize with the student about what needs to happen nextStrategize with the student about what needs to happen next Evaluate the studentEvaluate the student’’s reading accuracy by taking a running records reading accuracy by taking a running record

WHERE ARE WE? WHAT ARE WE TRYING WHERE ARE WE? WHAT ARE WE TRYING TO DO?TO DO?

What is happening in What is happening in my my classroom and classroom and what am I trying to do with it? When what am I trying to do with it? When we plan we need to remember to ask we plan we need to remember to ask these questions and forgo these questions and forgo ““what am I what am I going to say next?going to say next?””, or , or ““what is my what is my activity for Monday morning?activity for Monday morning?””

(Bomer, 1995, 200)(Bomer, 1995, 200)Take time to reflect and create the Take time to reflect and create the

opportunities for you and your opportunities for you and your studentsstudents

Conferring Tips:Conferring Tips:Keep a nurturing toneKeep a nurturing tone

Give students time to thinkGive students time to thinkFollow up with more questions, Follow up with more questions,

not answersnot answersListen carefully for distress Listen carefully for distress

signalssignalsSet goals!Set goals!

Keep simple recordsKeep simple recordsKeep the studentKeep the student’’s needs driving s needs driving

the conferencethe conference

Types of ConferencesTypes of Conferences

A A ““Learning about the Reading ProcessLearning about the Reading Process”” ConferenceConference

A A ““Getting to Know YouGetting to Know You”” Conference Conference

A A ““Building a Reading LifeBuilding a Reading Life”” Conference Conference

A A ““Making an EvaluationMaking an Evaluation”” Conference Conference

A A ““Taking an ActionTaking an Action”” Conference Conference

A A ““Learning about the Reading ProcessLearning about the Reading Process”” ConferenceConference

Most frequent type of conferenceMost frequent type of conferenceStrategies associated with making sense of the text are addressedStrategies associated with making sense of the text are addressed

ComprehensionComprehensionIntrepretationIntrepretationCritique Critique Personal ResponsePersonal ResponseConnections (t-t, t-s, t-w)Connections (t-t, t-s, t-w)PerspectivePerspectiveOpinionOpinionCraftCraftPredictingPredicting

Text bound aspects of readingText bound aspects of readingSummarizing usually occursSummarizing usually occurs

Questions to ask during Questions to ask during ““Reading ProcessReading Process”” ConferenceConference

What new things have you tried in What new things have you tried in your reading lately?your reading lately?

What do you think is going to happen What do you think is going to happen next in the book?next in the book?

How would you compare this book to How would you compare this book to ________

What genre would you classify this What genre would you classify this book as?book as?

How would you describe this authorHow would you describe this author’’s s style?style?

A A ““Getting-to-Know-YouGetting-to-Know-You”” Conference Conference

Typically at the beginning of the year to get to know the studentTypically at the beginning of the year to get to know the student ’’s strengths, needs, s strengths, needs, interests, and weaknesses…they in turn get to know your style and structure, and interests, and weaknesses…they in turn get to know your style and structure, and rituals and routines of a conferencerituals and routines of a conferenceGive a surveyGive a survey

In what ways do you consider yourself to be a good reader? A not so good reader?In what ways do you consider yourself to be a good reader? A not so good reader?How many books have you read in the last month?How many books have you read in the last month?What are the last two things you read?What are the last two things you read?What type of books or magazines do you like to read most?What type of books or magazines do you like to read most?What topics do you like to read about?What topics do you like to read about?Do you have a favorite author?Do you have a favorite author?What do you like about that author?What do you like about that author?Does anyone in your family read a lot?Does anyone in your family read a lot?Does anyone read aloud to you?Does anyone read aloud to you?What are you favorite books/texts to listen to (on tape or when someone reads What are you favorite books/texts to listen to (on tape or when someone reads aloud to you)aloud to you)Do you read more at home or at school?Do you read more at home or at school?

After giving the survey you can determine fluent readers…meet with your After giving the survey you can determine fluent readers…meet with your non fluent ones right away so you can get them started on creating and non fluent ones right away so you can get them started on creating and meeting goalsmeeting goalsFor young and emergent readers this survey can be given orallyFor young and emergent readers this survey can be given orally

A A ““Building a Reading LifeBuilding a Reading Life”” Conference Conference

TEACHING STUDENTS HOW READING IS A PART OF THEIR DAILY LIFE TEACHING STUDENTS HOW READING IS A PART OF THEIR DAILY LIFE inside and outside the classroominside and outside the classroom

Students can gain information and enrich their lives by reading, but Students can gain information and enrich their lives by reading, but some must be explicitly taught this factsome must be explicitly taught this fact

Focus on:Focus on: Setting reading goals (i.e. reading all the works of a favorite Setting reading goals (i.e. reading all the works of a favorite

author, find a non-fiction book on a topic of interest, trying new author, find a non-fiction book on a topic of interest, trying new genres, reading for longer periods of time, finding out what types genres, reading for longer periods of time, finding out what types

of books they enjoy)of books they enjoy) Helping the student understand their surroundings while reading--Helping the student understand their surroundings while reading--

brainstorming places to read at home and school--helping them brainstorming places to read at home and school--helping them schedule when theyschedule when they’’re going to be able to readre going to be able to read

Bringing people together around books--encouraging book talks Bringing people together around books--encouraging book talks among studentsamong students

QUESTIONS TO ASK DURING A QUESTIONS TO ASK DURING A ““BUILDING A READING LIFEBUILDING A READING LIFE”” CONFERENCECONFERENCE

After reading ___ books on (topic), has your interest changed or After reading ___ books on (topic), has your interest changed or shifted in any way? Do you still want to read more about this shifted in any way? Do you still want to read more about this topic? Has reading about this topic increased your interest in any topic? Has reading about this topic increased your interest in any related topics?related topics?

After reading books by ____ do you want to continue reading all of After reading books by ____ do you want to continue reading all of his/her books?his/her books?

You seem to be moving very quickly through (series or authorYou seem to be moving very quickly through (series or author’’s s books). Do you think you are ready for something more books). Do you think you are ready for something more challenging?challenging?

You have tried reading outside, in the library, and in your You have tried reading outside, in the library, and in your bedroom. Where do you most enjoy reading? Where does the bedroom. Where do you most enjoy reading? Where does the most effective reading occur?most effective reading occur?

Whose recommendations for books and other reading do you Whose recommendations for books and other reading do you seem to agree with the most? Is there any possibility for you to seem to agree with the most? Is there any possibility for you to form a reading relationship with that person?form a reading relationship with that person?

A A ““Making an EvaluationMaking an Evaluation”” Conference Conference

Allow you to note the studentsAllow you to note the students’’ progress progress while helping the students learn the habits while helping the students learn the habits of being reflective, productive, and of being reflective, productive, and progressive readersprogressive readers

From the From the ““getting to know yougetting to know you”” conference conference you should be aware of each studentsyou should be aware of each students’’ use use of particular strategies..from that of particular strategies..from that knowledge you will determine and evaluate knowledge you will determine and evaluate what strategies will be useful for each what strategies will be useful for each student.student.

Running records will be used greatly at this Running records will be used greatly at this type of conference. type of conference.

Questions and prompts to begin a Questions and prompts to begin a ““making evaluationmaking evaluation”” conferenceconference

What do you know about the storyWhat do you know about the story’’s plot?s plot? Tell me what has happened so far in the book you are Tell me what has happened so far in the book you are

reading?reading? Have you reached the climax of the story yet?Have you reached the climax of the story yet? Do you feel any attachment to the characters?Do you feel any attachment to the characters? Do you feel comfortable with the genre? What do you Do you feel comfortable with the genre? What do you

already know about the genre?already know about the genre? Have you had too much exposure to a particular genre?Have you had too much exposure to a particular genre? How does that reading strategy that we talked aboout last How does that reading strategy that we talked aboout last

time work for you?time work for you? Have you been reading a variety of genres?Have you been reading a variety of genres? Is this book too difficult for you? *Is this book too difficult for you? * Is the vocabulary unfamiliar? *Is the vocabulary unfamiliar? * What progress have you made toward your reading goals?What progress have you made toward your reading goals? What has been your best reading experience yet?What has been your best reading experience yet? What problems have you encountered in reading this text?What problems have you encountered in reading this text?

The Strategies of Proficient ReadersThe Strategies of Proficient Readers

Activitating relevant, prior knowledge (schema) before, Activitating relevant, prior knowledge (schema) before, during and after reading textduring and after reading text

Determining the most important ideas and themes in a textDetermining the most important ideas and themes in a text Asking questions of themselves, the author, and the texts Asking questions of themselves, the author, and the texts

they readthey read Creating visual and other sensory images from text during Creating visual and other sensory images from text during

and after readingand after reading Drawing inferences form the textDrawing inferences form the text Retelling or synthesizing what they have readRetelling or synthesizing what they have read Utilizing a variety of Utilizing a variety of fix-up strategiesfix-up strategies to repair to repair

comprehension when it breaks downcomprehension when it breaks down

A A ““Taking ActionTaking Action”” Conference Conference These happen when proficient readers really think hard These happen when proficient readers really think hard

about what they have taken in, and are usually affected by about what they have taken in, and are usually affected by the reading, moved to understand, or the reading, moved to understand, or ““take actiontake action”” because because of the reading…good teachers will support and create these of the reading…good teachers will support and create these moments during a conference after a student has felt moments during a conference after a student has felt inspired by a text by asking questions like:inspired by a text by asking questions like:

How do you feel about what you just read?How do you feel about what you just read? Do you think the situation or issue you read about affects your life Do you think the situation or issue you read about affects your life

in any way?in any way? How do you think others feel about this? Have you ever heard How do you think others feel about this? Have you ever heard

family members or friends talk about this issue?family members or friends talk about this issue?

You can also share enthusiasm or show interest by You can also share enthusiasm or show interest by commenting:commenting:

What a great idea!What a great idea! You could write the editor a letter if you feel this way!You could write the editor a letter if you feel this way! See if you can make that happenSee if you can make that happen

CONFER WITH ME!CONFER WITH ME!Sources:Sources:

AmericaAmerica’’s Choice s Choice

Reading Monograph SeriesReading Monograph Series

““Reading ConferencesReading Conferences””