Independent Reading and Conferencing Desoto County Schools 2012 Symposium Brianne Howard

Definition: What Independent reading is…… Self-selected text Application of skills Safe and comfortable environment

What independent reading time is not….

Why should we place importance on independent reading ? Builds fluency Increases vocabulary Builds schema Allows students to practice strategies Motivates students Gives student’s ownership

Why should we place importance on independent reading ?

Why don’t we see more independent reading in the classroom? Scheduling and other time constraints Classroom management issues Students do not have enough stamina Access to text is limited

Our first issue: Not enough time Create a schedule that will work Stick to the schedule Use classroom timers

Problem: I have to spend all of my time dealing with behavior issues. Allow students to role play expectations (good behavior VS: bad) Create anchor charts together Conference with students who are not meeting expectations

Problem: Our students do not have enough stamina to read independently. Continually model expectations Create anchor charts Create “stamina” chart

Problem: Access to text is limited… Use bookrooms (if available) School library Public library Goodwill Bookhaven Scholastic points Scholastic warehouse sales Switch book bins with other teachers Have school-wide book drives

Beginning of the year mini-lessons ideas: How to select books Response Journals Organizing resource notebooks Keeping a reading log Comfy- seating

So what do we do during this time? Confer: con·fer verb/ con·ferred, con·fer·ring. 1. to consult together; compare opinions; carry on a discussion

Why conference? Promotes growth by addressing strengths and weaknesses Differentiates learning Helps build rapport with students Guides future instructional goals Promotes listening and speaking standards

What do students do while I’m conferencing? Students will……read, read, and read some more. Students will also write responses to the text and discuss the text.

Conferencing with Students The typical flow of a conference: –1:1 conferencing –Students read a portion of the book –Discussion about text –Teacher assesses student’s needs –Teacher and student set future goals –Document

Types of Conferences: First few weeks of school o Reading inventory o Fluency reads o Book Choice Throughout the year o Address standards o Set future goals o Check for comprehension

Sample Questions:

How to keep it organized: 3-Ring Binder –Divider tabs to separate students –Conferencing forms behind each student’s tab –Documentation sheet –Calendar –Bag with sticky notes, pens, question cards, ect

Conferencing Tips  Keep a nurturing tone  Give students think time  Follow up with more questions, not answers  Set goals!  Keep simple records  Keep the student’s needs driving the conference

More Resources: ntary/kcarter/Pages/Book- Conferencing.aspxhttp://www1.cbsd.org/sites/teachers/eleme ntary/kcarter/Pages/Book- Conferencing.aspx ntary/kcarter/Pages/Independent- Reading.aspxhttp://www1.cbsd.org/sites/teachers/eleme ntary/kcarter/Pages/Independent- Reading.aspx rsonalize-reading-workshop

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