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Reading Conferences

KSU, Professor Simpson

Joanne Simpson

on 27 December 2012

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Transcript of Reading Conferences

KSU, Dr. Simpson Reading Conferences Build Trust Conferences are only effective in a classroom where the students trust you, and each other.
Speak openly about reading. Discuss what they like and what they don't. Be honest with them, and let them be honest with you.
Use graffiti walls on books to build trust.
Make one specifically for reading that involves thoughts about reading, books, authors, etc.
Give them independent reading time, even if you think they are not utilizing it appropriately.
It must be at least 15 minutes, preferably 20. Anything less than that is ineffective and suggests that you do not trust them enough to manage their own time. Classroom Library You cannot have conferences, and discuss books, without books in your classroom. You'll need to suggest books to students, which means you'll need some on hand.
Visit scholastic.com for book clubs and free books, and encourage your librarian to organize a book fair through scholastic - which gives you free books
Invite your PTA to conduct a fundraiser for classroom libraries
Collect magazines/comics from family & friends
Visit yard sales, second hand stores
Add a line in your classroom newsletter to have parents donate books their students are no longer using. Book Talks They will not talk to you about reading, until they learn to talk to each other about it. Teach them how to effectively talk about literature, and comprehension.
Organize discussions that involve their reading logs.
Discuss books that you are reading, or have read, with them. Participate in their groups!
Keep your own book log, and share your reading pattern with them.
Think of a book you abandoned, and explain why. This is a valuable skill for them to learn!
Have them write book reviews, and add them to their graffiti wall. Stages of Conferencing Build trust. Do this by building a community of readers. Your classroom needs to be a safe place for all to read, and all students of all reading levels need to know that.
Ask questions, but let the student dominate the conversation.
Make oral reading purposeful. Have them find an example of something in their book - use contextual evidence. They don't need to know you're assessing for fluency because that is insulting at this age. Instead, let them show you what they know.
Practice gradual release. Reteach or scaffold lessons in your conferences as often as necessary.
Set goals. Negotiate goals with the student, showing you have confidence in them. Timing is Crucial Reschedule - if they are having a bad day, they don't know, whatever the reason, don't be afraid to reschedule.
Conferences need to be under 7 minutes per student, or they will feel uncomfortable. Shoot for 5 minutes.
Set aside 2 class periods for conferences after you complete a reading unit.
Remember to conference with groups, while doing lit circles, as they are reading. Keep
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