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Conferring The Keystone of Reader’s Workshop ( Adapted from the work of Patrick A. Allen)

Matthew Strine , Principal East Pennsboro Elementary School October 11, 2010. Conferring The Keystone of Reader’s Workshop ( Adapted from the work of Patrick A. Allen). Essential Question: How can conferring with individual students strengthen your literacy block?.

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Conferring The Keystone of Reader’s Workshop ( Adapted from the work of Patrick A. Allen)

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  1. Matthew Strine, Principal East Pennsboro Elementary School October 11, 2010 ConferringThe Keystone of Reader’s Workshop(Adapted from the work of Patrick A. Allen)

  2. Essential Question: How can conferring with individual students strengthen your literacy block?

  3. Confer is a verb meaning to consult together, compare opinions, or carry on a conversation. It is active. Confer: Article Vocabulary

  4. What is conferring?

  5. Digging Deeper What does it mean to understand? As readers, what does understanding look like? What does it mean to remember? As readers, what might remembering look like? What does it mean to extend thinking? As readers, what might extending meaning look like? What does it mean when something is memorable? As readers, what does memorable look like? It starts with teaching the reader, instead of teaching reading!

  6. Why should we Dig Deeper? • To uncover a reader’s attitudes – What students think of reading and themselves as readers. • To discover a reader’s stamina and work ethic – How students manage their reading lives. • To explore a reader’s process – How students go about composing as readers. • To record a reader’s diet – What students choose to read and why. • To form a relationship of intimacy and rigor – How students are interacting with text. • To gather data for assessment and evaluation – How students describe what they know and are able to do.

  7. How do you, or how could you, dig deeper with conferring? • Break into triads. • Create a plan or model for incorporating reading conferences into your literacy block. • How will you, or how do you: • Uncover a reader’s attitudes? • Discover a reader’s stamina and work ethic? • Explore a reader’s process? • Record a reader’s diet? • Form a relationship of intimacy and rigor? • Gather data for assessment and evaluation? • Report Out.

  8. RIP Model R: Review, Read Aloud, Record The R section of a conference gives both the reader and the teacher a chance to focus their conversation. It is almost like think time we give students after we ask a question. The R gives a chance to build some common language or thinking so that we can move into the conference and formulate a plan.

  9. RIP Model I: Instruction, Insights, Intrigue During the I component of the conference, record any learning that arises. The I component takes the most time. Together, talk about book choice, vocabulary, comprehension, text elements, and so on. These discussions will lead to the most documentable data.

  10. RIP Model P: Plan, Progress, Purpose The P section of the conference is the guarantee that readers will be accountable between now and the next time we confer. One of the most critical aspects of the reading conference. When a student leaves a conference, they have something in mind that may help them to remember, understand, extend meaning, or make the reading experience memorable. RIP is a simple structure forming part of the mortar that holds the keystone in place.

  11. Essential Question: How can conferring with individual students strengthen your literacy block?

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