conferring pd final
TRANSCRIPT
+
Conferring during Independent Reading
RISE Community School
+Outcomes
Teachers will: Understand the rationale for one-on-one
conferring Identify the four ways to teach during a
conference Know how to use a teaching conference
protocol to support and monitor students’ reading development
Analyze sample conferences Develop conferring points for current unit of
study
+Norms
Be fully present and listen attentively
Be open to new learning
Use technology for on task purposes
Decrease side conversations
+Conferring to Move Beyond “Silent Reading”
When our students are finally, blissfully, engaged in Sustained, Silent Reading, -we never thought it would happen! – we at first want to simply lean back in our chairs, smile and congratulate ourselves. At long last, our kids are all on their way! After all, we know that consistent, engaged reading begets stronger and more thoughtful readers. Now, they are all reading; we’ve done our job.
But then we lean forward. Is that all? Our students are mostly able to choose books, and they now have time in school to read. Is that all they need? We start to feel uncomfortable. Okay, maybe that isn’t all, but what more? What can we offer them that is worth disturbing the silence, that is worth interrupting their engagement with texts?
Lucy Calkins, Foreword to “Conferring with
Readers”
Lucy Calkins, Foreward to Conferring with Readers
+Turn and Talk:Conferring with students: Why should we do it?
+Four Types of Conferring
+ Architecture of a Teaching Conference
Research
•Data•Observation•Comprehension Conversation•Listening to the student read
Decide
•What strategy to compliment•What strategy to teach•How you will teach the strategy
Compliment
•A new, emerging strategy•Do not compliment a strategy the student has already mastered•Names the strategy and its steps
Teach
•Demonstration (High Support)•Coaching (Medium Support) •Explanation & Example (Low Support)
+Conferring with Students: When do you do it?
+Reading Workshop Conferences: Two examples
Transcript: conference with Ramon
Video: 2nd Grade, independent reading time
+Establish Whole-Class Reading (Big) Goals for Instructional Unit
Develop a Whole-Class Study Overview Plan To identify target skills for reading unit of
studyTo identify a “big” overarching reading
skill goal for conferring and the strategies to teach the skills
+Develop a Whole-Class Study Overview Plan
+Develop a Whole-Class Study Overview Sheet
Process1. READ the introduction at the beginning of the
reading unit of study and the teaching points at the end
2. IDENTIFY and LIST skills and strategies to be taught on the Strategy Overview Sheet
3. CHOOSE one“Big” Unit Goal (skill) to teach/reinforce during conference
4. IDENTIFY Calkins’ strategies to teach target reading skill
5. DEVELOP research questions to asses students’ knowledge of strategy
+Annotating
+Example of Completed Strategy Overview Sheet
+Planning Time: Develop a Whole-Class Study Overview SheetProcess
1. READ the introduction at the beginning of the reading unit of study and the teaching points at the end
2. IDENTIFY and LIST skills and strategies to be taught on the Strategy Overview Sheet
3. CHOOSE one“Big” Unit Goal (skill) to teach/reinforce during conference
4. IDENTIFY Calkins’ strategies to teach target reading skill
5. DEVELOP research questions to asses students’ knowledge of strategy
+Grade Level Share Out
Your Big Goal (skill) for conferencing
An example of one strategy that supports the goal
A question or prompt that will help the teacher identify the student’s level of proficiency with the strategy
What mentor text or other materials you might need on hand to demonstrate the teaching point
+Next Steps Use your skills and strategies overview sheet to confer
with students
Record your conferences using the Conferring Notetaking Sheet
+Feedback