1. Independent Reading and Conferencing Desoto County Schools 2012 Symposium Brianne Howard

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

4. What independent reading time is not….

5. 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

6. Why should we place importance on independent reading ?

7. 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

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

9. 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

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

11. 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

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

13. 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

14. 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

15. 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.

16. 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

17. 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

18. Sample Questions:

19. 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

20. 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

21. More Resources: http://www1.cbsd.org/sites/teachers/eleme ntary/kcarter/Pages/Book- Conferencing.aspxhttp://www1.cbsd.org/sites/teachers/eleme ntary/kcarter/Pages/Book- Conferencing.aspx http://www1.cbsd.org/sites/teachers/eleme ntary/kcarter/Pages/Independent- Reading.aspxhttp://www1.cbsd.org/sites/teachers/eleme ntary/kcarter/Pages/Independent- Reading.aspx https://www.teachingchannel.org/videos/pe rsonalize-reading-workshop

22. Contact Information: E-mail: BrianneHoward@DesotoCountySchools.or g