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Student Conferencing - Reading Conferences-

Student Conferencing - Reading Conferences-. Sarah Speich & Susie Doyle-Wand. Definition. Student conferencing is a one-on-one strategy where the student and teacher communicate about the student’s reading progress

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Student Conferencing - Reading Conferences-

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  1. Student Conferencing-Reading Conferences- Sarah Speich & Susie Doyle-Wand

  2. Definition • Student conferencing is a one-on-one strategy where the student and teacher communicate about the student’s reading progress • Personal direct instruction allowing the teacher to zero in on what each student needs as a reader

  3. Things to Remember When Conferencing in General • Listen: Ask questions and allow the student to take time to explain their thinking • Celebrate: Congratulate something the student did well • Confirm: Summarize to see if your perception matches what the student has said so far • Closure: Offer the student some ‘tips’ or tools to help them become better writers

  4. General Tips • Try not to hold conferences at your teaching desk • Keep conferences short, approximately 5 minutes each • Remind other students that when you are working with someone you are not to be interrupted • Hold conferences during silent reading time or while other students are working on a project

  5. Reading Conferences • Discuss the student’s feelings about reading or on the kinds of books they enjoy • Prompt: “Tell me about the kinds of books you like to read” • Can help students begin to understand meaning, structure and cues to make sense of print • Assist students if they need help choosing a new book or different genre

  6. Balanced Literacy Framework • Student conferencing fits into the Balanced Literacy Framework under… • Reading workshops • Allows students to talk about the book/s they have been reading • Share ideas or ask questions

  7. Global Competence • Reading conferences may encourage students to… • Investigate the world: Students will investigate the world beyond their immediate environment • Recognize perspectives: Students will recognize their own and others’ perspecitives

  8. Best Practices • Classroom Workshop • Students can work with their teacher to discuss their book • Representing to Learn • The teacher can show their enthusiasm for the books students may be reading • Teachers should read books while the students are also reading • Formative-reflective assessment • Anecdotal records allow teachers to monitor students’ progress

  9. Aligning to Standards • Common Core State Standards – 4th grade • Reading Standards for Literature • RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. • Reaching Standards for Informational Text • RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. • RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

  10. Common Core cont. • Speaking and Listening Standards • SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

  11. Aligning to Standards cont. • WKCE – 4th grade • Standard A- Reading/Literature • A.4.1 Use effective reading strategies to achieve their purposes in reading. • Standard C- Oral Language • C.4.1 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes.

  12. Types of Assessment • Before: Anecdotal records • During: Anecdotal records, oral retell, reading response journal • After: Written response, reading log, portfolio

  13. Resources • http://www.wresa.org/ERR/Module%206.pdf • http://eworkshop.on.ca/edu/pdf/Mod17_user_guide.pdf

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