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This was an individual conference, as this is a sensitive student and an area where they are below level. Efficacy was mixed, as frustration was compounded by low vocabulary. So, the student could begin to decode the words, but not comprehend them which would be a different lesson.

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I reinforced using syllables to decode complex words...using knowledge of prefixes and suffixes as well as phonics to decode

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I started a conversation with my reader about the text they were using, what they were doing with it and how it was going.

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It was an individual conference, however, those around him were listening in to our conversation.

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Q3 Individual conference ... short term probably effective, long term will need to follow more closely as this student tends to choose books that I believe are too hard or too easy.

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Q3 Individual conference ... short term probably effective, long term will need to follow more closely as this student tends to choose books that I believe are too hard or too easy.

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Individual conference, because this students doesn't usually talk in a group. It was very effective the reader had done a better job documenting their pages read. The child was proud of their accomplishments.

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I did an individual conference. I listened to each student read. It was effective because you can individual attention and feedback.

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Reinforced inflection

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Q2: Rereading for comprehension when something was unclear. The student was not able to tell about the most recent chapter they had read so we talked about rereading.

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Q2: Rereading for comprehension when something was unclear. The student was not able to tell about the most recent chapter they had read so we talked about rereading.

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This was an individual conference because we have low student population. It was very effective because it allowed us to check up on each students individual progress.

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I reminded my student about the "Stretchy Snake strategy. Then my student was excited and did sound out the word on their own where I complimented him on using one of our Reading Strategies. Those around him overhead and started implementing the skill, as well.

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I reinforced pointing to the words as they read.

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Documenting what they know in their reading log.

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Q1 I researched my reader by looking at their book boxes with them.

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Q1 I researched my reader by looking at their book boxes with them.

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Table. I complimented what the student was doing correctly and showed another example of GCF by prime factorization, which helped the other students.

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In Reading I looked for someone who was struggling with sounding out a word and could benefit from a compliment.

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I did an observation of students
and looked for someone who was focused.

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I referred to my reading log to see her progress and the goals that she was working on. Then I looked at her reading log.

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I noticed that the student was sounding out words that he did not know. I complimented him on that and I reinforced that he could use that strategy if he doesn't comprehend what he is reading. He can go reread a paragraph to improve comprehension.

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I reinforced how to find the GCF using prime factorization, by showing that the answer will be the product of the shared factors.

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Q1 - Asked her to bring her book box and show me what she has been reading.

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Q1 - Asked her to bring her book box and show me what she has been reading.

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I asked him what he had been reading, what their favorite part of the story is, and listening to them read aloud.

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In math, I looked for someone that was either struggling with the concept or doing well.

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Question 3: Did you try an individual or table compliment conference?  Why?  How effective was it?

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Question 3: Did you try an individual or table compliment conference?  Why?  How effective was it?

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Question 2: What strategy did you reinforce during your conference?

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Question 2: What strategy did you reinforce during your conference?

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Question 1: How did you research your reader?

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Question 1: How did you research your reader?