“…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
“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 possible?How close could you get if you used conferences with your readers?
You can only confer effectively if students can sustain reading independently.
The anticipated Conditions for problem/solution chart Learning: Expectation Responsibility ApproximationAnticipate problems, then preteach expectations to avoid these problems.
“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?
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.
“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 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.
Full ConferencesResearch-Decide-Compliment-Teach Choose a single strategy to teach Focus on one skill over time by offering different strategies for the skill.
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