READ 3302: Conferring with grades 3-5 readers. Focus on comprehension. Facilitate a conversation. Dip back into the text. Notice, note, and extend comprehension. Notice, note, and assist with word solving strategies. Model your reader brain. Talk about the author's choices. Praise.
2. Practicum Project #1
Assessment Project
(to be completed with 3 focus students)
1. Observations
2. Interviews
3. Conferring/Reading
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4. Student Profile Summaries: 3 Separate Case Descriptions
5. Synthesis & Reflection
**Practicum Contract/Plan: work with practicum teacher to schedule
visits/activities. See syllabus. Signatures. Submit to Bb.
3. Practicum Project #1
Assessment Project
(to be completed with 3 focus students)
1. Observations
2. Interviews
3. Conferring/Reading (TODAY’S FOCUS)
---------------
4. Student Profile Summaries: 3 Separate Case Descriptions
5. Synthesis & Reflection
**Practicum Contract/Plan: work with practicum teacher to schedule
visits/activities. See syllabus. Signatures. Submit to Bb.
4. Video clips of conferences with Camden, Maya, Matthew, and
Ben: http://winmedia.ecu.edu/coe/2017/lehe/swaggerty/web/index.ht
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NOTICE AND NOTE:
What does Dr. Ryan do/say to start the conversation depending on
whether the kid brought his or her own book or not.
How does she ask the kid to read?
How much does she ask the kid to read?
What does she notice and point out to the kid about reading?
How does she model what good readers do (reader brain)?
How does she model how to think about the choices writers make?
How long does each conference last?
5. Notice/Support Reading Comprehension:
Bring Attention to Text MEANING
Tell me about the book you are reading.
Narrative/fiction texts: Are you liking it so far? Tell me about this part/chapter of the book. How did you
choose this text? Is that the main character? Who else is in the book? Where does the story take place?
What do you think will happen next? Does this remind you of any other books you’ve read?
Informational texts: Are you liking it so far? What kinds of things are you learning about? How did you
choose this text? Why did you choose to read about ___? Tell me more about _____. What does reading
this book make you want to learn about next? Does this remind you of any other books you’ve read?
Tell me about what you read.
Tell me about what you are noticing about this story/text.
Find opportunities for drawing student’s attention back to the text and try to push their
thinking/noticing of text meaning.
9. Can also say …
• Skip it, go back.
– Why don’t you keep reading until the end of the
sentence (or paragraph), then go back and try
again.
• Ask for help.
– Do you need help? Which strategies have you
tried? Sometimes we need to stop the suffering
and just tell the kid. Keep balance of helping and
letting them figure it out.
10. More Conference Foci
• Notice/Support Vocabulary (word meanings)
• Text Choice Appropriateness
• Motivation
• Engagement
• Time to read
• Extend
• Make recommendations for
more/different/similar/further reading
11. Practice Conferring with Chapter
Books1. Mathin A, Mads G., Abby L.
2. Alexis Cerny, Megan G., Courtney
3. Sarah A., Morgan G, Hannah M.
4. Jessica B., Caitlin H., Kristina M
5. Kaitlyn B., Morgan G., Maggie M.
6. Christina B., Lauren H., Emily Parham
7. Bridget B., Karen J., Taylor Patton
8. Hailee B., Hannah J., Taylor Perry
9. Summer B., Kayla J., Emily Pirog
10. Alexis Corso, Shannon K., Juan R.
11. Courtney C., Hannah K., Baylee R.
12. Juny C., April L, Mason S., Dan W.
13. Missy C., Samantha L., Meredith S.
14. Tori D., Carly L., Griffin S., Nicole W.
15. Payton D., Gabby L., Erin S.
16. Katherine E., Kate L., Reba W.
Notas do Editor
Watch carefully: Notice and note what the teacher does/says and what the child does/says. What kinds of things does the teacher notice about the student’s reading? How does she coach?
Word solving
Put chapter book selection on front table. Put students in groups of 3 to practice conferences.