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Conferring with Readers Part 1. Marcia Uretsky CACD, Tufts University July, 2008. Workshop Goals- Day 1. Overview of Reading Conferences Finding Patterns in Conferences to Organize Small Group Instruction and Focus Lessons Typical Conference Structure Conference Language

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conferring with readers part 1

Conferring with Readers Part 1

Marcia Uretsky

CACD, Tufts University

July, 2008

Uretsky CACD Tufts University, 2008

workshop goals day 1
Workshop Goals- Day 1
  • Overview of Reading Conferences
  • Finding Patterns in Conferences to Organize Small Group Instruction and Focus Lessons
  • Typical Conference Structure
  • Conference Language
  • Ways to Organize Conference Notes

Uretsky CACD Tufts University, 2008

workshop goals day 2
Workshop Goals- Day 2
  • Dual Roles of Reading Conferences
    • Reading Surgery
    • Support Focus Lessons
  • Language to Support Comprehension
  • Conferences to Help Students Select “Just Right” Books
  • Small Groups Based on Conference Notes

Uretsky CACD Tufts University, 2008

slide4

The Architecture of Readers’ Workshop

Focus Lesson-Interactive Read Aloud

(Whole Class) -Shared Reading

Read and Confer-Independent Reading

(Individual and -Small Group Reading

Small Group)

Group Share/-Share

Wrap-up-Reinforce

(Whole Class) -Celebrate

-Discuss

Uretsky CACD Tufts University, 2008

what is an independent reading conference
What Is an Independent Reading Conference?
  • teacher works one-on-one with a student
  • to teach the reader what s/he needs to learn about reading.
  • The teacher assesses (researches) what the student needs to learn, decides what to teach the student and then teaches the reader.
  • Some people think of an Independent Reading conference as a “private lesson.”

Uretsky CACD Tufts University, 2008

dual role of reading conferences
Dual Role of Reading Conferences

Reading Surgery

  • Teach the reader, not the text

Support Curriculum

  • Coach student to apply strategy taught in Focus Lesson

Uretsky CACD Tufts University, 2008

what is essential
What is essential?
  • Conversational tone
  • Consistency
  • Motivation- develop identity as a reader
  • Research, Decide, Teach (RDT,R) and record
  • Teach the reader, not the book

Uretsky CACD Tufts University, 2008

c onference goals for the teacher
Conference goals for the teacher:
  • To coach the student to think actively
  • To assess what the student knows and needs to learn
  • To teach the reader
  • To motivate the student to read more and to apply the strategies taught

Uretsky CACD Tufts University, 2008

conference goals for the student
Conference goals for the student:
  • To apply reading strategies.
  • To develop metacognitive skills
  • To talk about books in a variety of ways, (e.g. author’s craft, character development, preferences).

Uretsky CACD Tufts University, 2008

four part conference structure
Four Part Conference Structure
  • Research
    • What does the student know?
    • What does the student need to learn?
  • Decide
    • Select 1-2 things the student is ready to learn next.
  • Teach
    • Explain and model the strategy
  • And Record
    • Record what you taught and expect student to practice for follow-up at next conference.

Uretsky CACD Tufts University, 2008

research decide teach and record
Research, Decide, Teachand record

Uretsky CACD Tufts University, 2008

time for reading surgery
Time for Reading Surgery

Four domains for conferring:

  • Decoding
  • Comprehension
  • Fluency
  • Motivation

Uretsky CACD Tufts University, 2008

conferring with early readers
Conferring With Early Readers
  • Early readers have an independent/instructional level between Level A and Level F. (Gr. K-1)
  • Early readers:
  • rely heavily on picture cues
  • rely on pattern
  • developing high frequency words

Uretsky CACD Tufts University, 2008

starting a book
Starting a book.

What does the student know about self as a reader?

  • Tell me how you chose this book.
  • Have you read any ____ books before?
  • How do you know this is a “just right” book?
  • What kinds of books do you like to read?
  • What do you do before you read a book?

Uretsky CACD Tufts University, 2008

middle of a book
Middle of a book.

Is the student actively engaged and applying strategies as needed?

  • Read a bit of the story to me.
  • Do a quick running record to analyze strategy use.
  • What is happening in the story so far?
  • What do you think might happen next?
  • Tell me about the characters.

Uretsky CACD Tufts University, 2008

end of the book
End of the book.

Is the student thinking beyond the text?

  • What do you think about the story?
  • What was your favorite part? Why?
  • Did you make any connections to the story?
  • Retell what happened in the story.
  • What strategies did you use as a reader?
  • What was your favorite part of the story?
  • What will you read next?

Uretsky CACD Tufts University, 2008

prompting for strategy use with early readers
Prompting for Strategy Use With Early Readers
  • Cueing systems readers use
  • Prompt across cueing systems to develop cross-checking independence
  • Phonics is important, however, an over-reliance handicaps students to be “glued to print.”

Uretsky CACD Tufts University, 2008

slide18

Cueing Systems Readers Use

Structure

Syntax

Meaning

Semantics

Does it sound right?

Does it make sense?

Does it look right?

Visual

Phonics

Adapted from: Marie Clay (1991).

Uretsky CACD Tufts University, 2008

slide19

PAUSE, PROMPT, PRAISE

Responding to Oral Reading Difficulties

PRAISE SUCCESSFUL STRATEGY USE

SPONTANEOUS

SELF-CORRECTION

Does that make sense?

Stops, does not attempt word.

PAUSE FOR 5 SECONDS

Does that sound right?

Can we say it that way?

Does that sound like book language?

PROMPT

BY

TEACHER

Produces a word that doesn’t make sense.

Does that look like _____ ?

Do the letters match?

Produces a word that makes sense, but isn’t the printed word.

Something wasn’t quite right.

Try that again.

Allington, 1999

Uretsky CACD Tufts University, 2008

prompt in at least two cueing systems to develop cross checking
Prompt in at least two cueing systems to develop cross-checking

Text: The green toad is in the pond.

Uretsky CACD Tufts University, 2008

role playing to prompt early readers
Role Playing To Prompt Early Readers

Partner work:

  • One partner reads text as student.
  • Second partner prompts with at least two cues to develop strategy use and cross-checking.

Uretsky CACD Tufts University, 2008

discussion of role playing
Discussion of Role Playing
  • What cues do you find yourself relying on?
  • What patterns did you notice the “student” doing?
  • What prompts did you use to help the student broaden their strategy use?
  • What would be the follow-up teaching?

Uretsky CACD Tufts University, 2008

research decide teach and record23
Research, Decide, Teach and record

Uretsky CACD Tufts University, 2008

conferring with transitional readers
Conferring with Transitional Readers

Transitional Readers have an instructional reading levels J-M. (Gr. 1-2)

Transitional readers are beginning to integrate cueing systems. Developing understanding of plot, characters, simple literary elements.

Uretsky CACD Tufts University, 2008

starting a book25
Starting a book.

What does the student know about self as a reader?

  • Tell me how you chose this book.
  • Have you read any other books by this author, series?
  • How do you know this is a “just right” book?
  • What kinds of books and topics do you like to read?
  • What do you do before you read a book?

Uretsky CACD Tufts University, 2008

middle of a book26
Middle of a book.

Is the student engaged in purposeful reading? Is the student monitoring for meaning and using a variety of strategies?

  • How did you get back into the story from yesterday?
  • What is happening in the story now? Earlier?
  • Tell me about the character. Did the character change?
  • Take me to that part of the story.
  • Was there a part of the story that was confusing? What did you do to help yourself as a reader?

Uretsky CACD Tufts University, 2008

end of the book27
End of the book.

Is the student thinking beyond the text?

  • What do you think about the book?
  • Was it what you expected? Did you want it to be different?
  • Did you make any connections?
  • What did you learn about yourself as a reader?
  • Would you recommend this book? To whom?
  • What do you plan to read next?
  • What goals do you have for yourself as a reader?

Uretsky CACD Tufts University, 2008

slide30

Sample Reading Conference Notes:Student:Thomas

Uretsky CACD Tufts University, 2008

conferring tips
Conferring tips…

Uretsky CACD Tufts University, 2008

1 talk about what you see the student doing at the moment
#1. Talk about what you see the student doing at the moment.
  • I see you are laughing. What’s so funny?
  • I see you have lots of sticky notes in your book. What are you writing?
  • I see you’re reading the back of the book. Tell me about that--what kind of information does it give you?
  • I see you have selected many nonfiction text. What do you like about nonfiction?

Uretsky CACD Tufts University, 2008

2 talk about what you worked on last conference
#2. Talk about what you worked on last conference.
  • Last time we met, we talked about finding “just right” books. Share with me the books you selected. How do you know they are “just right?”
  • Last time we met, we worked on reading fluently and paying attention to the punctuation marks. Read this part aloud so I can hear how you’re doing…
  • Last time we worked on what you can do when you come to a word you don’t know. What can you do to figure out that word?

Uretsky CACD Tufts University, 2008

3 talk about that day s focus lesson topic or the current unit of study
#3 Talk about that day’s focus lesson topic or the current unit of study.
  • In the focus lesson we practiced creating sensory images. Show me a place in the book where you could create a strong image.
  • We are learning about nonfiction. How do you read this page? What part do you read first?
  • We have been practicing retelling. Retell what you have read so far in the book.

Uretsky CACD Tufts University, 2008

4 ask 1 or more open ended questions
#4 Ask 1 or more open-ended questions
  • How’s your reading going?
  • Tell me about this book…what’s it about? What’s happening so far in the story?
  • Tell me about the character in the story?
  • Why did you select this book?
  • Can I help you with anything in your reading?

Uretsky CACD Tufts University, 2008

5 try an over the shoulder read
#5 Try an over-the-shoulder read.

I want you to silently read the rest of this page, and I’m going to sit here beside you and read it silently to myself.

When you’re done, let’s talk about what you’re thinking.

  • Things to Notice
  • Silent Reading Rate—How long does it take for the student to finish reading that section silently?
  • Comprehension—Does the student understand the selection? What strategies does the student use?
  • Oral Reading (optional)--# of errors, fluency & phrasing

Uretsky CACD Tufts University, 2008

take away messages
Take Away Messages
  • Reading Conferences follow a Research, Decide, Teach, and Record format.
  • Four domains of reading: decoding, comprehension, fluency, and motivation.
  • Teach the reader not the book.
  • Conferences involve active teaching and follow-up.
  • Recording conference points helps students take responsibility and an active role in growing as a reader.
  • 6. A reading conference is “reading surgery.”
  • 7. As teachers we grow in our ability to confer. We start with a handful of strategies. Over time we develop a basketful.

Uretsky CACD Tufts University, 2008