Independent Reading and the Independent Reading Conference Facilitated by Kristen Giuliano Professional Development Specialist Monroe 2 BOCES August 11, 2010

What is Independent Reading? A time students self-select (with guidance from the teacher) and independently read appropriate books on their independent reading level (a just right book) The place where the child takes on the responsibility for his/her own reading

What’s the Goal of Independent Reading? To develop confident readers who can independently select, read, and understand a variety of books

What are the Benefits of Independent Reading? It builds fluency and confidence, increases vocabulary, builds schema and gives a student time to practice using reading strategies to understand text

What about Conferencing? Plan who you will conference with each day so each student has at least one conference each week

Turn and Talk Talk with a partner or your table group What does a teacher do during conferences with students? What can the teacher ask during conference conversations? Be ready to share

Handouts Take 5 minutes to look at the provided handouts independently Major Point Interview Independent Reading Conference Log and schedule Partner Conference Log How will you use or modify these documents for use in your classroom?

Independent Reading Conference Using The CAFÉ menu Watch the video (4th grader) Think about the following questions as you watch: "When we confer, we want the student to lead so we ask open ended questions." Discuss the importance of this statement. "What is one of your strengths in reading?" By starting with this question, how does she support student learning? The teacher names things that she sees him doing that are part of the CAFÉ Menu. How does naming strategies help students? The CAFE menu gives students opportunities for reflection and goal-setting. How do you balance what students know about themselves and their goals with your curriculum and assessments? The student added his goal to the classroom board. Discuss your thinking about a board where students can share their goals. Is this something you might have in your classroom? Why or why not? How do you give your students ownership in the ways they use sticky notes and other tools? The teacher discusses the importance of not keeping children longer than necessary so they can get back to their reading. How do you balance meeting with students and their need for independent reading?

How is progress monitored during Independent Reading? Teacher observation Anecdotal records Running records Journal responses

How do I manage all of the paperwork?? Discussion What has or has not worked for you?

Paperwork Management Here is what is recommended in “The CAFÉ Book” by Gail Boushey and Joan Moser Have a binder First Section: Teacher Notes Calendar to keep track of conferences Class list with conference dates Strategy Groups form Second Section: Student Notes Dividers/Tabs for Each Child Reading Conference Form, CAFE Menu

Conferring Notebook Watch video How could you use or modify this system in your classroom?

What about share time? Determine how students will respond in writing and how often Determine if you will have a time for sharing and how this will be organized

How can Students Respond to their Reading at the end of Independent Reading Time? Draw a picture and/or write about their favorite part, funny part, etc. Have a question of the day which helps students use recently taught reading strategies (ex: Write one connection you made while reading. How did this connection help you better understand the story?) Keep a response journal Several students share briefly with the class how they applied a strategy, a discovery during reading, a response journal entry, or a book recommendation.

Examples of Student Responses:

Questions? kgiulian@monroe2boces.org

Works Cited Boushey & Moser (2009). The CAFÉ Book, Engaging All Students in Daily Literacy Assessment & Instruction. Portland, ME: Stenhouse Publishers. Cole, A. D. (2004). When Reading Begins. Portsmouth, NH:Heinemann. Harvey, S. & Goudvis, A. (2000). Strategies That Work. York, ME: Stenhouse Publishers. Keene, E.O. & Zimmermann, S. (1997). Mosaic of Thought. Portsmouth, NH: Heinemann. Miller, D. (2002). Reading with Meaning. Portland, ME: Stenhouse Publishers. Routman, R. (2003). Reading Essentials. Portsmouth, NH: Heinemann.