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Uretsky CACD Tufts University, 2008 1 Conferring with Readers Part 1 Marcia Uretsky CACD, Tufts University July, 2008.

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Presentation on theme: "Uretsky CACD Tufts University, 2008 1 Conferring with Readers Part 1 Marcia Uretsky CACD, Tufts University July, 2008."— Presentation transcript:

1 Uretsky CACD Tufts University, 2008 1 Conferring with Readers Part 1 Marcia Uretsky CACD, Tufts University July, 2008

2 Uretsky CACD Tufts University, 2008 2 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

3 Uretsky CACD Tufts University, 2008 3 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

4 Uretsky CACD Tufts University, 2008 4 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 The Architecture of Readers Workshop

5 Uretsky CACD Tufts University, 2008 5 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.

6 Uretsky CACD Tufts University, 2008 6 Dual Role of Reading Conferences Reading Surgery Teach the reader, not the text Support Curriculum Coach student to apply strategy taught in Focus Lesson

7 Uretsky CACD Tufts University, 2008 7 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

8 Uretsky CACD Tufts University, 2008 8 C onference 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

9 Uretsky CACD Tufts University, 2008 9 Conference goals for the student: To apply reading strategies. To develop metacognitive skills To talk about books in a variety of ways, (e.g. authors craft, character development, preferences).

10 Uretsky CACD Tufts University, 2008 10 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.

11 Uretsky CACD Tufts University, 2008 11 Research, Decide, Teach and record Date/Title/LevelWhat does the student know? What does the student need to learn? How can I teach this? Jackals Flying Lesson Reads well. Retells and comprehends well.bbb Read with question in mind model

12 Uretsky CACD Tufts University, 2008 12 Time for Reading Surgery Four domains for conferring: Decoding Comprehension Fluency Motivation

13 Uretsky CACD Tufts University, 2008 13 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

14 Uretsky CACD Tufts University, 2008 14 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?

15 Uretsky CACD Tufts University, 2008 15 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.

16 Uretsky CACD Tufts University, 2008 16 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?

17 Uretsky CACD Tufts University, 2008 17 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.

18 Uretsky CACD Tufts University, 2008 18 M eaning Semantics S tructure Syntax V isual Phonics Does it make sense? Does it look right? Does it sound right? Cueing Systems Readers Use Adapted from: Marie Clay (1991).

19 Uretsky CACD Tufts University, 2008 19 PAUSE, PROMPT, PRAISE Responding to Oral Reading Difficulties Produces a word that makes sense, but isnt the printed word. Stops, does not attempt word. Produces a word that doesnt make sense. PAUSE FOR 5 SECONDS SPONTANEOUS SELF-CORRECTION PROMPT BY TEACHER PRAISE SUCCESSFUL STRATEGY USE Does that make sense? Does that sound right? Can we say it that way? Does that sound like book language? Does that look like _____ ? Do the letters match? Something wasnt quite right. Try that again. Allington, 1999

20 Uretsky CACD Tufts University, 2008 20 Prompt in at least two cueing systems to develop cross-checking StudentTeacher Prompt The green frog is in the pond. The green toad in the pond. The girl toad is in the pond. The green tǒăd is in the pond. The toad is green. Text: The green toad is in the pond.

21 Uretsky CACD Tufts University, 2008 21 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.

22 Uretsky CACD Tufts University, 2008 22 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?

23 Uretsky CACD Tufts University, 2008 23 Research, Decide, Teach and record Date/Title/LevelWhat does the student know? What does the student need to learn? How can I teach this? 10/17 Dan the Flying Man (C) How to look at the first letter and the picture. Find parts in words – an, at. Magnetic letters- make and break. Find words in text with -an & -at 10/22 Tracks (C)Enjoying books – Reading for meaning. Still relying on first letter cue.. Used parts when prompted. More work on parts of words – and, it, is. Is student looking at the last letter? More practice with books so students can practice using parts in words. 10/24 At the Ball Park (D) Reading for meaning. Used parts of words independently. Make sure she is rereading so that she gets the flow of the text. Strategy group on how to reread when you have stopped to figure out an unfamiliar word.

24 Uretsky CACD Tufts University, 2008 24 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.

25 Uretsky CACD Tufts University, 2008 25 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?

26 Uretsky CACD Tufts University, 2008 26 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?

27 Uretsky CACD Tufts University, 2008 27 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?

28 Uretsky CACD Tufts University, 2008 28 Prompting to Develop Balanced Reading. Text: Magic Tree House Teacher Inquiry Student Response Probable Problem Teacher Prompt Tell me how you chose this book. Points to cover. I like dinosaurs and chapter books. Read a bit of the story to me. Tell me about the characters. Student scans picture. There is a boy and he is Nate. There is a cat and a girl.

29 Uretsky CACD Tufts University, 2008 29 Prompt to develop balanced reading. Text: Magic Tree House Teacher Inquiry Student Response Probable Problem Teacher Prompt Read a bit of the story to me. How do you et back into the story from yesterday. I go to my bookmark so I know where I left off. What goals do you have for yourself as a reader? I want to read harder chapter books.

30 Uretsky CACD Tufts University, 2008 30 Sample Reading Conference Notes: Student: Thomas Date/Book Title/Level What does the student know? What does the student need to learn? How can I teach this? 1/17 Zach Files (L)Knows someone is speaking not always sure who. Follow dialogue through sensory images and inferring. Short text full of dialogue without references after characters are introduced initially. Who's talking? 1/22Stopping only sometimes to decode unknown words. Is keeping pretty good track of details. Wonder when you don't get something. Stop when meaning is unclear and question. Think aloud using short text- model stop and think- Say huh? 1/24 Excited to finish. Eagerly takes out book. Stopped at "individual" got the meaning. Chunked. in di vid "oh individual!" laughs at appropriate spots. Choppy. Notice end marks vs. question mark vs. ! Monologues: ( a short text that holds its own) poetry. 1/25 Time for Kids Predicts when asked.How to use non-fiction features to help set him up to read- Read with expression. Use a nonfiction article or section of a book and have students generate text features they notice.

31 Uretsky CACD Tufts University, 2008 31 Conferring tips…

32 Uretsky CACD Tufts University, 2008 32 #1. Talk about what you see the student doing at the moment. I see you are laughing. Whats so funny? I see you have lots of sticky notes in your book. What are you writing? I see youre 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?

33 Uretsky CACD Tufts University, 2008 33 #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 youre doing… Last time we worked on what you can do when you come to a word you dont know. What can you do to figure out that word?

34 Uretsky CACD Tufts University, 2008 34 #3 Talk about that days 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.

35 Uretsky CACD Tufts University, 2008 35 #4 Ask 1 or more open-ended questions Hows your reading going? Tell me about this book…whats it about? Whats 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?

36 Uretsky CACD Tufts University, 2008 36 #5 Try an over-the-shoulder read. I want you to silently read the rest of this page, and Im going to sit here beside you and read it silently to myself. When youre done, lets talk about what youre thinking. Things to Notice Silent Reading RateHow long does it take for the student to finish reading that section silently? ComprehensionDoes the student understand the selection? What strategies does the student use? Oral Reading (optional)--# of errors, fluency & phrasing

37 Uretsky CACD Tufts University, 2008 37 Take Away Messages 1.Reading Conferences follow a Research, Decide, Teach, and Record format. 2.Four domains of reading: decoding, comprehension, fluency, and motivation. 3.Teach the reader not the book. 4.Conferences involve active teaching and follow-up. 5.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.


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