Whether you are brand new to the art of conferring or you’ve been at it a while now, this resource can help you “find your words” to prompt conversation and learning during the reading conference. The list below provides examples of teacher language that keeps the conference focused on the reader and reader strategies.
So, what does this book have you thinking about?
Do you think this book is a good-fit for you? Why or why not?
What strategies have you been using to help you make good-fit book choices?
Which books in your book box are been more/less challenging for you? Why do you think that is?
I want to show you something that could help you when this happens. Watch.
Give it a try, and I’ll help you.
Let’s work together to figure this out.
I sometimes think about it like [provide an analogy].
Look at this word. It’s an example of [a word with a suffix, a word with parts you know].
Look at this section. It’s an example of [lots of dialogue without always telling you exactly whose talking].
This is an example of [a flashback. In the previous chapter you were in present time, but this new chapter takes place during the mother’s childhood].
I hope you will keep focusing on . . . ; it seems to be really helping you.
Let’s visit again next week (tomorrow, Wednesday) and see how this is going for you.
To learn more about making the most of conferences, checkout out Simple Starts; Making the Move to a Reader-Centered Classroom, from Heinemann.