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Balancing barometer child while meeting with all children

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I tend to do mostly "researching" conferences to check in on reading focuses and where each student is. Again, balancing between these two types within limited time is a challenge

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I tend to do mostly "researching" conferences to check in on reading focuses and where each student is. Again, balancing between these two types within limited time is a challenge

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I am still wondering if I am choosing the appropriate teaching point for the student I am conferring with at that moment in time.

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I am still wondering if I am choosing the appropriate teaching point for the student I am conferring with at that moment in time.

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How to get to all students more frequently

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How to get to all students more frequently

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When conferring, I would like to work on ways to help students have more responsibility with the work and be more accountable.  Looking for ways to do this.

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I am wondering how I can maximize the conferring session when I don't know content of the student books

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I am wondering how I can maximize the conferring session when I don't know content of the student books

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I'm wondering how to become more efficient with less time and resources.

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I'm wondering how to become more efficient with less time and resources.

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How important is it to do both types of conferring? Rather than lots of "coaching alongside", are strategy groups a more efficient way

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 What to confer with higher readers who read with wonderful fluency and comprehension

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 What to confer with higher readers who read with wonderful fluency and comprehension

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How to meet with lower kiddos more frequently without neglecting the higher kids?

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If I am meeting with students enough...every 7 days. I also wonder if I need to record notes every time I meet with kids or if I can wait until I want to assess them when I feel they should be able to demonstrate the skill independently.

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How can I become more organized/ thorough with scheduling

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How can I become more organized/ thorough with scheduling

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I am wondering if I am meeting with the right students at the right times.

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How frequently I should be meeting with struggling readers, while not neglecting students reading at a higher level.

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I'm wondering how to reach every student every week while still supporting my struggling students that aren't in special ed or seeing an interventionist.

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if there are some other formats to use to organize my conferring.

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I am wondering  about how to keep my conferring sessions shorter.

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I am wondering  about how to keep my conferring sessions shorter.

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I still wonder how to balance conferring around daily/weekly reading focuses while also conferring around strategies at their instructional level within the appropriate time so that I can meet with several students.

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I'm still wondering what the best way is to organize my students thoughts, so they are always right there.

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Using the desired reading behaviors/text level prompts in my phrasing and to select appropriate teaching points.

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How often should I be meeting with my lowest students?

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How often should I be meeting with my lowest students?

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When I am teaching nonfiction, how do I get to do more conferring? The act of teaching them how to read and research information takes away from the time I can confer on their independent books.

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I'm wondering how to hold my students accountable for following through on the teaching point  from Lucy in their independent reading time - what can I do to encourage this as I confer?