Intro to Conferring

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Objective

SWBAT confer with a teacher around their independent reading and continue to build their reading identity.

Big Idea

Why is conferring important? While students read in the classroom, the teacher meets one on one with students to talk about their independent reading.

Reading Log Collect & Confer

25 minutes

I start by telling the kids to take out their reading logs. Then I tell them they can move anywhere around the room for silent reading. I tend to give more time for silent reading on Mondays and Fridays, and I typically call these days "extended wide reading." At the beginning of the year, extended wide reading lasts between 20 and 25 minutes. As the kids gain reading stamina, this becomes anywhere from 25-40 minutes.

While kids are independently reading, I confer one on one with each student, or in small groups. I usually use their completed reading logs as a basic outline for the conference. I check each child's paper carefully and we talk about their page goals. Did you complete your goal this week? Did you fully explain your thinking with a because?

Watch this video to get a feel of a typical student/teacher reading conference:

Student/Teacher Reading Conference.

Here I talk more about how to get deeper responses from kids in their reading responses:

Digging deeper on reading log responses.

To find ways to enact this section, please see my strategy folder.

Reading Survey, Complete & Discuss

20 minutes

The students complete an Reading Survey. I keep these completed surveys on file to reference during the year if a child is struggling to come up with reading titles. I also want to build upon the concept of a reading identity. What kind of a reader are you? What books have shaped your reading identity? We discuss the word impact. Which books out there have made an impact on who you are? Which books did you read when you were sad or happy, as a child? Most kids begin to see that they have a rich history when it comes to reading. Even kids who didn't grow up as surrounded by books can still pinpoint a book they read in elementary school, or a book a teacher read aloud to them.

As a whole group, we come up with a class list of books that have shaped us as readers:

List of childhood books that made an impact.

I like to talk about childhood reading, because it makes kids feel nostalgic about reading. Maybe they can take positive memories from childhood and attribute these to current reading.

Active Read Aloud

15 minutes

For the remaining time, I read aloud from the class read aloud. I use this time to let the kids practice active listening. This means that they are recording their personal reactions, thinking, questions, or comments. I post the Active Listening Guidelines on the board while I read aloud from Crash, so kids remember to write down their thoughts on index cards. I collect these and review them for traces of higher level thinking. Anything I use at the start of the year is for base line data. I'm interested in finding out about where these kids are starting out, so I know what they need more help with going forward.