CONFER WITH ME!CONFER WITH ME!

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

Conferences, Strategies Conferences, Strategies and Ideasand Ideas

ConferConfer: : v.v. To meet in To meet in order to deliberate order to deliberate

together or compare views; together or compare views; consultconsult

ConferenceConference: 1. n. A : 1. n. A meeting for consultation meeting for consultation

or discussion. or discussion. An exchange of views.An exchange of views.

2. The act of conferring, 2. The act of conferring, as of an academic degree.as of 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 A short interaction between teacher and student during the work time of Readers Workshop. The during the work time of Readers Workshop. The

follow may occur:follow may 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-Demonstrate the strategies of proficient readers, such as self-

monitoring by using a look-back strategymonitoring by 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 Reinforce direct instruction done in whole-class settings by

repeating a point, such as how to use the Reader’s repeating a point, such as how to use the Reader’s Notebook/Response Notebook correctlyNotebook/Response Notebook correctly

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

Make recommendations regarding texts the student might enjoy or Make recommendations regarding texts the student might enjoy or benefit from readingbenefit from 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 student’s reading accuracy by taking a running Evaluate the student’s reading accuracy by taking a running

recordrecord

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? what am I trying to do with it? When we plan we need to remember When we plan we need to remember to ask these questions and forgo to ask these questions and forgo ““what am I going to say next?”, or what am I going to say next?”, or “what is my activity for Monday “what is my activity for Monday morning?” 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 Follow up with more questions, not answersquestions, not answersListen carefully for Listen carefully for

distress signalsdistress signalsSet goals!Set goals!

Keep simple recordsKeep simple recordsKeep the student’s needs Keep the student’s needs driving the conferencedriving the conference

Types of ConferencesTypes of Conferences

A “Learning about the Reading A “Learning about the Reading Process” ConferenceProcess” Conference

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

A “Building a Reading Life” A “Building a Reading Life” ConferenceConference

A “Making an Evaluation” ConferenceA “Making an Evaluation” Conference

A “Taking an Action” ConferenceA “Taking an Action” Conference

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

Most frequent type of conferenceMost frequent type of conferenceStrategies associated with making sense of the text are Strategies associated with making sense of the text are addressedaddressed

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 “Reading Questions to ask during “Reading Process” ConferenceProcess” Conference

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

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

How would you compare this book How would you compare this book to ____to ____

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

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

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

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

In what ways do you consider yourself to be a good reader? A not so In what ways do you consider yourself to be a good reader? A not so good reader?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 What are you favorite books/texts to listen to (on tape or when someone reads aloud to you)someone reads 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 After giving the survey you can determine fluent readers…meet with your non fluent ones right away so you can get them started with your non fluent ones right away so you can get them started on creating and meeting goalson creating and meeting goalsFor young and emergent readers this survey can be given orallyFor young and emergent readers this survey can be given orally

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

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

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

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

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

Helping the student understand their surroundings while Helping the student understand their surroundings while reading--brainstorming places to read at home and reading--brainstorming places to read at home and

school--helping them schedule when they’re going to be school--helping them schedule when they’re going to be able to readable to read

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

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

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

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

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

You have tried reading outside, in the library, and in You have tried reading outside, in the library, and in your bedroom. Where do you most enjoy reading? Where your bedroom. Where do you most enjoy reading? Where does the most effective reading occur?does the 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 seem to agree with the most? Is there any possibility for you to form a reading relationship with that person?for you to form a reading relationship with that person?

A “Making an Evaluation” ConferenceA “Making an Evaluation” Conference

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

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

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

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

What do you know about the story’s plot?What do you know about the story’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 How does that reading strategy that we talked aboout

last time work for you?last 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 What progress have you made toward your reading

goals?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 What problems have you encountered in reading this

text?text?

The Strategies of Proficient ReadersThe Strategies of Proficient Readers

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

Determining the most important ideas and themes in Determining the most important ideas and themes in a texta text

Asking questions of themselves, the author, and Asking questions of themselves, the author, and the texts they readthe texts they read

Creating visual and other sensory images from text Creating visual and other sensory images from text during and after readingduring and 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 “Taking Action” ConferenceA “Taking Action” Conference These happen when proficient readers really think These happen when proficient readers really think

hard about what they have taken in, and are usually hard about what they have taken in, and are usually affected by the reading, moved to understand, or affected by the reading, moved to understand, or “take action” because of the reading…good teachers “take action” because of the reading…good teachers will support and create these moments during a will support and create these moments during a conference after a student has felt inspired by a conference after a student has felt inspired by a text by asking questions like: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 Do you think the situation or issue you read about affects your life in any way?your life in any way?

How do you think others feel about this? Have you ever How do you think others feel about this? Have you ever heard family members or friends talk about this issue?heard 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:

America’s Choice America’s Choice

Reading Monograph SeriesReading Monograph Series

““Reading Conferences”Reading Conferences”