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Treat Each StudentLike Your Only Student.
Conferring With   Readers    April 13, 2013
“…every single reader in the room was focused and engaged…I had to fight the urge to stop, sitdown in my chair and just le...
“Challenge: How to teach students  to get better at something when you can’t even see them doing it.”
100/100 Goal:Educate 100% of readers   about their needs   100% of the time.        Is this desirable?          Is it poss...
You can only confer effectively if students can sustain reading        independently.
 The anticipated   Conditions for                      problem/solution chart    Learning:         Expectation       Resp...
Research-Decide-Teach
“I always find it helpful to go toa student to have a conference    as opposed to having a     student come to me.”       ...
Research Only ConferencesResearch: Observe from far and near. Ask yourself: What should this reader be proud of?  What i...
“Start by just     complimenting       strengths.”How could this benefit a child or a    classroom community?
5 steps to a strong  Compliment              compliment:  Conferences           1. Research through                       ...
Full ConferencesResearch-Decide-Compliment-Teach Choose a single strategy to teach Focus on one skill over time by offer...
Sample strategies
Choose a Teaching Move:             (from most to least supportive) Demonstration- teacher takes on the role of reader an...
Recreate chart from page 86
Conferring with readers draft 4 13
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Conferring with readers draft 4 13

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Conferring with readers draft 4 13

  1. 1. Treat Each StudentLike Your Only Student.
  2. 2. Conferring With Readers April 13, 2013
  3. 3. “…every single reader in the room was focused and engaged…I had to fight the urge to stop, sitdown in my chair and just let them do their thing.” P.57 “What can we offer them that is worth disturbing the silence?...We interrupt what is good to strive for what is great.” Lucy Calkins
  4. 4. “Challenge: How to teach students to get better at something when you can’t even see them doing it.”
  5. 5. 100/100 Goal:Educate 100% of readers about their needs 100% of the time. Is this desirable? Is it possible?How close could you get if you used conferences with your readers?
  6. 6. You can only confer effectively if students can sustain reading independently.
  7. 7.  The anticipated Conditions for problem/solution chart Learning: Expectation Responsibility ApproximationAnticipate problems, then preteach expectations to avoid these problems.
  8. 8. Research-Decide-Teach
  9. 9. “I always find it helpful to go toa student to have a conference as opposed to having a student come to me.” Why? What do you think?
  10. 10. Research Only ConferencesResearch: Observe from far and near. Ask yourself: What should this reader be proud of? What is this reader showing me she knows how to do? This is not a quiz. Observe what students are securely doing & what they are approximating.
  11. 11. “Start by just complimenting strengths.”How could this benefit a child or a classroom community?
  12. 12. 5 steps to a strong Compliment compliment: Conferences 1. Research through observation and Research-Decide- conversation looking for strengths Compliment 2. Choose a strategy to Individual or table reinforce conferences 3. Give a specific example of when the reader used the “Who could be your strategymodel readers today?” 4. Tell why the strategy is helpful 5. Restate the steps of the strategy so it is transferable to all books and explain when the strategy will be useful.
  13. 13. Full ConferencesResearch-Decide-Compliment-Teach Choose a single strategy to teach Focus on one skill over time by offering different strategies for the skill.
  14. 14. Sample strategies
  15. 15. Choose a Teaching Move: (from most to least supportive) Demonstration- teacher takes on the role of reader and models the strategy Example and explanation- teacher refers to an example from previous teaching but does not take the role of reader Coaching- teacher supports from the side as student tries it  Directing  Questioning  Naming and redirecting
  16. 16. Recreate chart from page 86

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