Conferences: Helping Students Advance Their Understandings Amanda Branscombe Taylor, J.A.,...
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![Page 1: Conferences: Helping Students Advance Their Understandings Amanda Branscombe Taylor, J.A., Branscombe, N.A., Burcham J., & Land, L. (2011). Beyond Early.](https://reader031.fdocuments.in/reader031/viewer/2022013011/5514705a550346284e8b5ff6/html5/thumbnails/1.jpg)
Conferences:
Helping Students Advance Their Understandings
Amanda Branscombe
Taylor, J.A., Branscombe, N.A., Burcham J., & Land, L. (2011). Beyond Early Literacy: A Balanced Approach to Developing the Whole Child. Routledge.
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Conferencing in Shared Journal
Types of conferences – Various types of conferences that can be used with Shared Journal
Tips for conferences – How to make the conferences as successful as possible
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Types of Conferences
On-the-Spot Conferences – Visit briefly with students at their desks (one
minute)– Monitor student’s work or check progress
Prereading or Prewriting Conference– Teacher and student plan for the reading/writing
• DRTA/SQR Strategies
Revising Conference– Individual student or small group of students and
teacher– Offer students an audience for their writing/reading
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Discussion Conference– Teacher and students meet to share and discuss
what they have read/revised Mini-lesson Conferences
– Individual or small group– Teacher teaches a procedure, strategy, or skill
Editing Conference– Teacher and/or students meet to proof read a
writing– Focus on spelling, punctuation, grammar,
mechanics Assessment Conference
– Teacher meets with student to talk about growth, set goals, and reflect
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Tips for Conferences When you begin to use conferences, explain
their purpose and procedures Keep conferences short and focused (5 to 10
minutes) Maintain a positive, interactive environment From time to time, have group conferences Keep a simple record sheet for each student
documenting the conferences Schedule conferences so all know the
schedule
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Preparing for a Conference
Role play and model conferences before beginning to hold them
Have options for other students while you conference
Make sure students prepare for the conference
Prepare yourself for the conference
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Record Sheet for Keeping Track of Students’ WorkDate Writing Suggestions Minilesson
NeedsGoals/
Comments
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Conference Sign-up Chart
Date Student
Requested
Teacher
Requested
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Things for students to do during conferences Read their stories Write in their journals Work on handwriting Meet with a group Other – You decide
something worthwhile to do
Prepare for their conference
Think of their questions
Gather materials for conference
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Conference Page from Notebook
Date Comments Goals for
next conference
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Peer Conference Guidelines
Don’t try to rewrite Let the writer read
the piece aloud Talk about the
things you liked Ask questions about
the things you didn’t understand
Give three comments about what you liked
Make one or two suggestions for improving
If you are proofreading, read it silently
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Actual Teacher/Student Conference Opening – Bond with the student Discussion – Listen as well as talk Ask how the conference is working Closing – Focus on one thing! End with
a positive statement
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Conducting the conference
“What would you like to talk about today?”
“Tell me about your writing.” “What would you like to share?” “Read aloud.” “Let’s talk about your goals/questions
for this piece.”
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Areas of Personal Involvement
“Why did you choose this story?”
“Do you know anyone else in this class who might like it?”
“Why do you think you are interested in this kind of story?”
Others
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Questions for critical reading or general comprehension
“What kind of story/writing is this? Did it really happen?”
“Tell the story with expression.”
“At the time of this writing/reading what was going on that was really important?”
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Questions about the language of passage “Which part is most important?” “Where could this idea go?” “Which parts talk about the same
thing?” “How might you put the parts together?” “Which of the three or four titles did the
group like best? Why?” “Can you turn this sentence into a more
interesting one?”
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More questions
“Do you end with the most important point?”
“How many of your sentences begin the same way?”
“Could you break this into a shorter sentence? Make into a longer one?”
“Which sentences do the best job of showing not telling?”
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Questions for mechanical skills
“Let me point to several words in your story/writing. Tell me what you know about them.”
“Let me read this aloud. See if you would like to change something as I read.”