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Kids love the 1:1 time with the teacher. Our EL teacher and my classroom para also confer with readers to get to more kids.

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Kids love the 1:1 time with the teacher. Our EL teacher and my classroom para also confer with readers to get to more kids.

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3-10. We are just getting back into the swing of things and we sometimes are not getting to IDR (but they are getting to read independently during IW). If we can get a rhythm going daily or even 3x/week, we could easily work with 15 kids each week.

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3-10. We are just getting back into the swing of things and we sometimes are not getting to IDR (but they are getting to read independently during IW). If we can get a rhythm going daily or even 3x/week, we could easily work with 15 kids each week.

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They will need to understand the purpose of conferring.  They will need to have strategies for taking a child to the next level through conferring and they will need to be able to determine student needs through questioning. Then, they will need some sort of a tool for keeping track of their information so they can return to students and check in.

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They will need to understand the purpose of conferring.  They will need to have strategies for taking a child to the next level through conferring and they will need to be able to determine student needs through questioning. Then, they will need some sort of a tool for keeping track of their information so they can return to students and check in.

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They can be good models of what it looks like. They can plan with teachers to determine next steps based on a conferring session.

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They can be good models of what it looks like. They can plan with teachers to determine next steps based on a conferring session.

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Spending time on a daily basis reading with students -  Sometimes reading with individual students and other times reading with small groups of students.  I really know my students as readers this year.

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Spending time on a daily basis reading with students -  Sometimes reading with individual students and other times reading with small groups of students.  I really know my students as readers this year.

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I agree with everything in the post above this.  Definitely need some sort of tool to help keep track of student information.  Also, I think that teachers need to know that conferring is an integral part of helping this curriculum to be successful.

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I agree with everything in the post above this.  Definitely need some sort of tool to help keep track of student information.  Also, I think that teachers need to know that conferring is an integral part of helping this curriculum to be successful.

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I meet with small groups of students on an almost daily basis.  I confer with individual students throughout the week as well.  It is reasonable to confer with several students each day.

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I meet with small groups of students on an almost daily basis.  I confer with individual students throughout the week as well.  It is reasonable to confer with several students each day.

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They can help with setting up routines for meeting with students and tools for recording student information.  It would also be helpful to train RTI staff in conferring as well, since many classrooms now have push-in RTI models rather than pull-out.   

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They can help with setting up routines for meeting with students and tools for recording student information.  It would also be helpful to train RTI staff in conferring as well, since many classrooms now have push-in RTI models rather than pull-out.   

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Setting up an intervention schedule that gets teachers in my classroom at the same time.  By having more teachers in the room we can confer with more students more frequently.

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Setting up an intervention schedule that gets teachers in my classroom at the same time.  By having more teachers in the room we can confer with more students more frequently.

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Revisiting what Daily 5 is and how it can work to support conferring with students.

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Revisiting what Daily 5 is and how it can work to support conferring with students.

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I'm getting to confer with all of my students.  They are independent learners at this time in the year.

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I'm getting to confer with all of my students.  They are independent learners at this time in the year.

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I am making the time to get to know students individually as readers which has been so nice. I also love the specific questions that the conferring forms provide. 

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I am making the time to get to know students individually as readers which has been so nice. I also love the specific questions that the conferring forms provide. 

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I agree with all of the above. Also, I think teachers need to see a weekly "mock" schedule so they can see that you do have time to meet with each student individually. Maybe having the lit coaches come in and model how to confer with readers would also be helpful for some, especially the doubters. ;)

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I agree with all of the above. Also, I think teachers need to see a weekly "mock" schedule so they can see that you do have time to meet with each student individually. Maybe having the lit coaches come in and model how to confer with readers would also be helpful for some, especially the doubters. ;)

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Because we are now getting back into CCC, we are trying to get back into a routine. I was able to get to almost all my readers prior to switching curriculums.

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Because we are now getting back into CCC, we are trying to get back into a routine. I was able to get to almost all my readers prior to switching curriculums.

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Yes, having intervention and GT staff also conferring with students would be great. I'd love that intervention schedule to include GT in the schedule if possible. A RTI push-in next year would be fantastic! I also think that lit coaches need to check in with teachers and help hold them accountable for conferring. If teachers aren't meeting with all students, they are missing a key component of the curriculum.

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Yes, having intervention and GT staff also conferring with students would be great. I'd love that intervention schedule to include GT in the schedule if possible. A RTI push-in next year would be fantastic! I also think that lit coaches need to check in with teachers and help hold them accountable for conferring. If teachers aren't meeting with all students, they are missing a key component of the curriculum.

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Having specific conversations around students about what they are reading to get to know kids better as readers.

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Especially for the upper grades where students are readers already, figuring out next steps for what readers should work on. Ways to hold kids accountable if you are not conferring with them daily. Tracking tools.

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3 a day, so 15 a week