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Conferring with ELLs
Anne Marie Chobot
Michelle Lopez
Mary Shenouda
Community Consolidated School District 146 (CCSD146)
w...
Conferring Tech Tools
Confer App
Evernote App
CONFER
a notetaking app for classroom teachers
• http://www.conferapp.com/
Andrea Example of Notes in CONFER app for
Reading
Andrea is a first grade
student exceeding grade
level expectations by
fl...
Instructional Level Expectations for Reading
http://www.heinemann.com/fountasandpinnell/handouts/InstructionalLevelExpecta...
Helpful Language for Conferences
Video Example
EVERNOTE
For everything you’ll do, Evernote is the
workspace to get it done.
https://evernote.com/
Shubh example of notes in EVERNOTE app for
Writing
R.I.P. Notes from Evernote
• R: reading his own illustrations
• I: when...
Photos of Writing from Evernote
Setting Lead (Starting with a WHERE?) Evidence of Sequence of Events (Page 3)
Teaching and Learning Blog
• Blog: Teaching and Learning by Tina Cassidy is the Coordinator of
Primary Education for the M...
Conferring Routines
Patrick A. Allen “RIP”
Jennifer Serevallo “RDT”
Patrick A. Allen on Conferring
• “Learning to confer and to confer well is an
ongoing process. It takes time. I started by...
R.I.P.
Conferring Routine
Review
Read Aloud & Record
“I & P”
Instruction, Insights, Intrigue
• Words Estiven paused to work on
when reading:
severe, aspirins, you’ll
• I notic...
Purpose
In student language,
the students write their
own reading goals.
10/5 Student’s goal
after mini lesson on
using co...
Research-Decide-Teach
Conferring Routine
• http://www.heinemann.com/shared/studyGuides/E01101/studyGuide.pdf
Conferring No...
Reasons to Use Conferring to Help Students Move
to the Next Level –Jennifer Serravallo
■ Many students need instruction on...
Other resources used to inform our Literacy
Studio Model:
• http://www.heinemann.com/authors/331.aspx
Other resources used to inform our literacy
instruction for ELLs:
• http://www.heinemann.com/products/E00860.aspx
• http:/...
Fountas & Pinnell Website
• http://www.fountasandpinnellleveledbooks.com/
Conferring with ELLs
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Conferring with ELLs

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*Organizing a conferring notebook in a binder or tech tool format (Confer and Evernote Apps) *Communicating effectively in a conference with English Learners *Goal setting with English Learners

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Conferring with ELLs

  1. 1. Conferring with ELLs Anne Marie Chobot Michelle Lopez Mary Shenouda Community Consolidated School District 146 (CCSD146) www.district146.org
  2. 2. Conferring Tech Tools Confer App Evernote App
  3. 3. CONFER a notetaking app for classroom teachers • http://www.conferapp.com/
  4. 4. Andrea Example of Notes in CONFER app for Reading Andrea is a first grade student exceeding grade level expectations by fluently reading text at Level J in September. Andrea is taking her time to think and understand text which is indicative of double processing for English Language Learners.
  5. 5. Instructional Level Expectations for Reading http://www.heinemann.com/fountasandpinnell/handouts/InstructionalLevelExpectationsForReading.pdf
  6. 6. Helpful Language for Conferences Video Example
  7. 7. EVERNOTE For everything you’ll do, Evernote is the workspace to get it done. https://evernote.com/
  8. 8. Shubh example of notes in EVERNOTE app for Writing R.I.P. Notes from Evernote • R: reading his own illustrations • I: when cued to touch words as he reads, he can read his own words w/o cue he turns to oral retell • P: model using sentence stem from anchor chart to initiate his own lead continue to work on understanding of when & where questions Audio Recordings from Evernote
  9. 9. Photos of Writing from Evernote Setting Lead (Starting with a WHERE?) Evidence of Sequence of Events (Page 3)
  10. 10. Teaching and Learning Blog • Blog: Teaching and Learning by Tina Cassidy is the Coordinator of Primary Education for the Medina City Schools • "When you know better, you do better." Maya Angelou • https://teachingandlearningthoughts.wordpress.com/2013/07/05/re ading-conferences-and-evernote/
  11. 11. Conferring Routines Patrick A. Allen “RIP” Jennifer Serevallo “RDT”
  12. 12. Patrick A. Allen on Conferring • “Learning to confer and to confer well is an ongoing process. It takes time. I started by being nudged by someone I trusted, and then started to watch others confer, and then I started recording my own conferences to listen to the types of conversations that develop…think about the best conversations you’ve had with a fellow reader and try to replicate them.” –Patrick Allen – • See more at: http://blog.stenhouse.com/archives/2009/12/10/conferring-in-reading-and-writing- workshop/#sthash.6cJYL06D.dpuf
  13. 13. R.I.P. Conferring Routine
  14. 14. Review
  15. 15. Read Aloud & Record
  16. 16. “I & P” Instruction, Insights, Intrigue • Words Estiven paused to work on when reading: severe, aspirins, you’ll • I noticed when Estiven was reading, he read with expression when he read “please lady” • Reading sounded like talking between the quotation marks Plan, Progress, Purpose • Plan: Prepare a mini lesson on reading contractions (use contraction slides) Prepare a bridge lesson on Universals (How do we say aspirin in Arabic/English?) • Progress: Estiven has been working on reading with expression. I hear progress in his voice. This is good!
  17. 17. Purpose In student language, the students write their own reading goals. 10/5 Student’s goal after mini lesson on using context clues: “I will go back and look if I don’t understand a word.” 10/19 Student’s goals after mini lesson on reading expression: “I will open my mouth and read clearly. Slow down when I’m reading.” Conferring always has a clear purpose and predictable structure. One of the purposes is to set reading goals. Patrick A. Allen calls these goals “Conferring Walk- Aways.”
  18. 18. Research-Decide-Teach Conferring Routine • http://www.heinemann.com/shared/studyGuides/E01101/studyGuide.pdf Conferring Notetaking Date: Compliments I Could Give the Reader What I Could Teach the Reader
  19. 19. Reasons to Use Conferring to Help Students Move to the Next Level –Jennifer Serravallo ■ Many students need instruction on how to read more difficult text. ■ The strategy instruction that students need is different depending on the strategies the readers are already able to do. ■ While many of the skills a reader uses will be the same from one level to the next, the reader will need new strategies and will need to know when to use them in the context of the new level. ■ At higher reading levels, students often need strategy instruction or introduction of concepts or time periods rather than book introductions that give away the entire plot.
  20. 20. Other resources used to inform our Literacy Studio Model: • http://www.heinemann.com/authors/331.aspx
  21. 21. Other resources used to inform our literacy instruction for ELLs: • http://www.heinemann.com/products/E00860.aspx • http://www.heinemann.com/products/E02264.aspx
  22. 22. Fountas & Pinnell Website • http://www.fountasandpinnellleveledbooks.com/

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