# data[].attributes.body
I loved this book study.....I was affirmed with some things I was already doing, given new ways to think about things, and learned so much.  I think looking at the pathways/progression will be the biggest asset to me.

# data[].attributes.headline
What,  if any, note taking have you tried? What worked, what didn't? What would you like to try next year? What do you like about Jenn's tips and templates?

# data[].attributes.subject
What,  if any, note taking have you tried? What worked, what didn't? What would you like to try next year? What do you like about Jenn's tips and templates?

# data[].attributes.body
Note taking has always been a struggle for me. I always found if I took notes on more than one student on one paper, I had a hard time organizing. The best way I took notes was using The Daily Cafe forms for individual students in a binder, however I had a hard time keeping up with who I had and hadn't conferred with and it required me carrying big binders around. Next year I hope to use folders like Jenn recommends and keep track with the chart she recommends. I also think her templates will be very beneficial to help know the pathways and see the progression to look for with students.

# data[].attributes.body
I really enjoyed being a part of this book study! It gave me practical tools to use and helpful pieces of wisdom in making reading conferences a regular and beneficial part of my literacy block. I am excited to use the resources given to us and to share this new learning with my teammates!

# data[].attributes.headline
Why would we want to shift our time and effort from planning and executing minilessons to conferring?

# data[].attributes.subject
Why would we want to shift our time and effort from planning and executing minilessons to conferring?

# data[].attributes.body
We would want to shirt our effort to conferring, as there are many time when we plan and execute mini lessons our students may not be at that point in their reading pathway. The conferring helps a student where they are at so that they can improve without getting overwhelmed, lost, and/or left behind.

# data[].attributes.body
I really appreciate how Jenn lays out the structure with each conference and the time allotments for each one. I like that her planning forms includes different conference types each day and doesn't necessarily hit each conference every single day. My number one goal this year is to become more familiar with each type of conference during the first part of the year, and then move into being able to plan for various types in one day. I am fairly new to Texas and to Units of Study, so trying to balance learning the mini-lessons and curriculum with practicing these conference types will also be something I am striving to do!

# data[].attributes.body
If conferring is where the magic happens, then we most certainly want to spend the bulk of our energy and planning on that area. The mini lesson is great, but conferring is where you can meet those class and individual goals in a more individualistic setting with each student or groups of students.

# data[].attributes.body
I enjoyed this book study to help me this year with conferencing as we get started using LC reading.  This fits in perfectly and I feel like I have more “tools in the toolbelt” and I will be sharing this book with my other teammates.  It is so helpful to have the templates and videos to show/give us what we need and not have to search for it.

# data[].attributes.body
I used my gradebook system to keep track of meetings with students with a check (we met) and a skill worked on.  It worked okay, but I am looking forward to these templates that are much more strict and driven AND the folder system!

# data[].attributes.body
If we spend more time on planning our conferences vs the short mini lesson we’re able to use our time more efficiently, plan who may be needing the same focus/strategy for the day and not stuck on trying to remember what our plan was.

# data[].attributes.body
What worked best for me was having a clipboard with a sheet for each student. I was able to quickly tell who I needed to meet with and review notes from previous conference. Would love to find a method that looks a little more “neat” but it worked fine.

# data[].attributes.headline
Why would we want to shift our time and effort from planning and executing mini lessons to conferring?

# data[].attributes.subject
Why would we want to shift our time and effort from planning and executing mini lessons to conferring?

# data[].attributes.body
Simply put, this is where we can meet the needs of our students. When we have a conferring plan in place we can be more intentional with each conference.  Our planning time has been heavy on the mini lesson. This is a shift I look forward to this year.

# data[].attributes.headline
What strategies do you anticipate sharing with students for successful partnerships and clubs?

# data[].attributes.subject
What strategies do you anticipate sharing with students for successful partnerships and clubs?

# data[].attributes.body
My students would love a read aloud! I am excited to try this in my classroom. I can see this as an opportunity for some of my students that may be less willing to share/participate.

# data[].attributes.headline
What is the value of partnerships and clubs?

# data[].attributes.subject
What is the value of partnerships and clubs?

# data[].attributes.body
Students cherish the opportunity to share about their books. The value is seen through their interactions, conversations and how they work together share.

# data[].attributes.body
I love that she really takes the time to build the relationship by listening to Lucas. Jen provided a perfect example of modeling the skill she wanted him to use and checking for understanding. Her conference was intentional and tailored to Lucas.

# data[].attributes.headline
How can we lift our ELLs by building on strengths?

# data[].attributes.subject
How can we lift our ELLs by building on strengths?

# data[].attributes.body
We can help support our ELL’s by allowing them time to process and think, providing visuals  and by being intentional when meeting with them. We can be sure to identify strengths and help build on those strengths including vocabulary, language skills.

# data[].attributes.body
How can Jenn's tips help you plan and manage conferring time? What is your #1 goal and how can you help yourself achieve it?

Jenn has great tips to help plan and manage conferring time. I love the idea of seeing several students who need the same strategy in a group together. This allows you to meet with more students during your valuable time. I also love the idea of meeting with every student at least 2 times a week. Group conferences should help with this. My goal for this year is concentrating more on planning for conferring rather than the group lesson. This will allow me to meet more individual needs within the group and I hope to see more growth of the group as a whole.

# data[].attributes.body
Why would we want to shift our time and effort from planning and executing minilessons to conferring?

When we plan our conferring time we are concentrating on the things that students really need and focusing on strategies that are connected to their goals. Also, the conferences that we do have with students can be more focused and shorter, which results in meeting with more students and using my time to address individual needs. This has a big impact on growth of all students in the end.

# data[].attributes.body
Why would we want to shift our time and effort from planning and executing minilessons to conferring?
-The minilessons can be successful without too much planning. The students can take a small piece of information from you at a minilesson and take it and make it grow in a conference. Conferences are one on one and they need to be direct to be successful. Without knowing what you want to meet with your students about you will not have very good outcomes. Meeting with students and keeping track of what they are working on will help you and the student be successful. I plan to focus mostly on conferencing because that time will be so much more meaningful for me and my students.

What,  if any, note taking have you tried? What worked, what didn't? What would you like to try next year? What do you like about Jenn's tips and templates?
-I've tried note taking with abbreviations and only in small groups. The abbreviations helped until I couldn't remember what they all meant and I had to refer back to my chart. I also didn't use them as effectively because it was with small groups and not individual students. I would like to try the folder method Jenn mentioned at the end of the chapter. This seems do-able and easy to keep track of. I also like that it gives every student their own place to have data and they won't be mixed with other students. I really like Jenn's templates. Throughout the book they were always easy to read and follow. They also made sense to her which is important for the note-taker! I also am looking forward to using her table tents.

# data[].attributes.body
I am so glad for this book study! This book has given me lots of insights to implement effective conferences. I truly understand the value of conferring and I am planning to spend more time planning for it. I am excited to apply the ideas given in this book. Such as using the folder for notetaking.

# data[].attributes.headline
Why would we want to shift our time and effort from planning and executing minilessons to conferring?

# data[].attributes.subject
Why would we want to shift our time and effort from planning and executing minilessons to conferring?

# data[].attributes.body
I always thought it is important to spend time planning for the minilesson. After reading this chapter, it made so much sense that I should spend more time planning for conferring instead. This way I  will be able to have intentional time with each student help them reach their personal goals. Also if I took the time to plan for conferring my conference time will be shorter but yet straight to the point. This will allow me to meet with more students.

# data[].attributes.headline
What,  if any, note taking have you tried? What worked, what didn't? What would you like to try next year? What do you like about Jenn's tips and templates?

# data[].attributes.subject
What,  if any, note taking have you tried? What worked, what didn't? What would you like to try next year? What do you like about Jenn's tips and templates?

# data[].attributes.body
In the past, I've used a composition notebook and I added different color tabs that has the student's name. I would record strategies the students used and which strategies I needed to teach. I also recorded quick running records. I really liked it because it is light and easy to carry around. Also it has notes about every students. I would like to try Jenn's idea of using folders that contain both reading and writing.

ti

# data[].attributes.headline
Watch Jenn's conference with a fourth-grade book club and/or download the annotated transcript. What do you notice, what do you want to try?

# data[].attributes.subject
Watch Jenn's conference with a fourth-grade book club and/or download the annotated transcript. What do you notice, what do you want to try?

# data[].attributes.body
I am so amazed of how the book club worked. The students listened attentively and responded and shared their ideas with each other. Also the students seemed very comfortable with the setting. I noticed Jenn gave them plenty of opportunities to speak. One thing I love was Jenn didn't lead the conversations or ask a lot of questions. I really like this and would like to have book clubs now because this is a great place to practice effective communication and listening as well as deepening their comprehension.

# data[].attributes.headline
Watch Jenn’s conference with Gabbie and Ashley. What do you notice, what do you want to try?

# data[].attributes.subject
Watch Jenn’s conference with Gabbie and Ashley. What do you notice, what do you want to try?

# data[].attributes.body
I like how she modeled the way Gabbie and Ashley could assist each other when they stumbled upon a word. She gave simple reminders and show how partners can work together.  I also noticed Jenn gives the girl a post-it to keep on their partnership card to remind the girls of what they are working on. I would definitely like to try this.

# data[].attributes.headline
Watch Jenn's conference with Lucas, a second grader who is working on a goal of understanding vocabulary and/or download the annotated transcript. What do you notice, what do you want to try?

# data[].attributes.subject
Watch Jenn's conference with Lucas, a second grader who is working on a goal of understanding vocabulary and/or download the annotated transcript. What do you notice, what do you want to try?

# data[].attributes.body
First, I noticed she asked Lucas to show her a place where he used the strategy of using a picture to help him figure out an unknown word. She had him doing the thinking and using the strategy. She doesn't take over; instead she guides him. I love how she is short and straight to the point and how she ended the conference by repeating the strategy. These are the things I wanted to try.

# data[].attributes.headline
How can we lift our ELLs by building on strengths?

# data[].attributes.subject
How can we lift our ELLs by building on strengths?

# data[].attributes.body
-giving them more time during conferences to process and think through the questions
-meeting with them frequently
- reinforcing the things that they are doing as they continue to develop their vocabulary
-affirm and extend approximations of language
-provides lots of visual
-building on the student's strengths

# data[].attributes.body
I think teachers should know their students. It helps to reflect on the running records you have done with the student before meeting with them in conferencing or goal setting. This gives the teacher a place to start conversation with the student. Even if the goal the student ends up setting is not based on their miscues in the running records, at least you as the teacher knows their strengths and weaknesses in their reading. I have never done this, but I think next year I will show students their running records. I think it could be helpful for students to see their miscues and self corrections in their reading. This helps keep kids at the forefront of knowing what their reading looks like. Students could set their own goals off seeing their assessments also.

# data[].attributes.body
I think it is important for students to reflect on their own work with the teacher. I think it helps to have work samples of higher level work to show each kid as you are conferencing with them.  In doing this, the students have more of an idea of what they could be working towards. When students and teacher make a goal together, it helps the student take ownership and lets the students know that the teacher is there to help them accomplish this goal.  When students reflect on their progress and goal setting, it helps them take charge of their own learning.

# data[].attributes.body
Teacher's role VS Student's role- It's important to remember that YOU are getting a grasp of what your student needs and you are giving the student strategies to use that can also be transferable to other books.

# data[].attributes.body
"Conferring is where the magic happens" YES, I totally agree with this.  It allows the teacher and student to connect and allows the teacher to really understand where the student is.

# data[].attributes.headline
Supporting ELL’s growing language skills

# data[].attributes.subject
Supporting ELL’s growing language skills

# data[].attributes.body
Praising ELL's effort not only motivates the ELL's confidence but also it builds trust between the student and the teacher. In order to praise ELL's effectively,  we should listen and  complement on things such as vocabulary, ability to explain, retell, label, describe; or using a new sentence structure or tense. This will enable ELL's to try new skills/strategies.

# data[].attributes.body
Reading this chapter made me realize I really need to work on my compliments because they are so generic. The book teaches me to give specific feedbacks  so the students know and see exactly what they are doing well. I need to remind myself to use authentic compliments when complimenting.

# data[].attributes.body
I love the different ideas the book offers for making goals visible. This is very important because it keeps the students accountable for their goals. Also the visible goals is a great reminder for students to know what they need to work on. I like the idea of using card stock bookmarks and also using mailing labels. I will probably have a list of 3-4 options and then let the students choose which one they would like to use to make their goals.

# data[].attributes.headline
Why is student reflection and ownership of goal essential to the effectiveness of goal setting conferences? How can you nurture student reflection and ownership?

# data[].attributes.subject
Why is student reflection and ownership of goal essential to the effectiveness of goal setting conferences? How can you nurture student reflection and ownership?

# data[].attributes.body
When the students are able to choose a goal of their own, they are more motivated to achieve that goal. Students will know exactly what they need to focus on. Student reflection provides ownership when the student tracks and monitors their goals. You can nurture the student reflection and ownership by being flexible with the goal the student has. Also as a teacher, we should have encouragement conversations to help guide our student towards meeting their goals.

# data[].attributes.headline
The book gave me practical ways to implement reading conferences more effectively in my classroom. The templates and  flow charts throughout the book are things that I can use to improve my reading block. I really feel I can take ideas from this book and begin using them in my classroom.

# data[].attributes.subject
The book gave me practical ways to implement reading conferences more effectively in my classroom. The templates and  flow charts throughout the book are things that I can use to improve my reading block. I really feel I can take ideas from this book and begin using them in my classroom.

# data[].attributes.headline
I want to make sure that I make that focused shift to conference time and not so much worry over the mini lesson. The conference time is so much more individualized and student driven that I feel like I will see more growth in my students. Also shifting that focus will allow me to get to know my students better not just as readers, but as learners overall.

# data[].attributes.subject
I want to make sure that I make that focused shift to conference time and not so much worry over the mini lesson. The conference time is so much more individualized and student driven that I feel like I will see more growth in my students. Also shifting that focus will allow me to get to know my students better not just as readers, but as learners overall.

# data[].attributes.headline
Managing the time is an important part of learning block. I really liked her ideas for time management from the chart on page 106.  My goal is to use that as a guided to managing my time and being more effective in the block time.

# data[].attributes.subject
Managing the time is an important part of learning block. I really liked her ideas for time management from the chart on page 106.  My goal is to use that as a guided to managing my time and being more effective in the block time.

# data[].attributes.headline
I like the partnerships for my ELL kiddos too. The ideas of having the partners fulfill different roles were great ideas i.e. fluency practice, modeling or having a partner whom they can use native language discussions as needed.

# data[].attributes.subject
I like the partnerships for my ELL kiddos too. The ideas of having the partners fulfill different roles were great ideas i.e. fluency practice, modeling or having a partner whom they can use native language discussions as needed.

# data[].attributes.headline
I really like the partnership ideas. Giving the students that control and letting them express their comprehension with a peer is so important. Then making sure I step back and not "lead the witness" when meeting with those partners.

# data[].attributes.subject
I really like the partnership ideas. Giving the students that control and letting them express their comprehension with a peer is so important. Then making sure I step back and not "lead the witness" when meeting with those partners.

# data[].attributes.body
Why would we want to shift our time and effort from planning and executing minilessons to conferring?

This was a huge revelation for me. I've been teaching for almost 14 years and I've always considered myself a "whole group" teacher. I really put a lot into my read alouds and my whole group lessons and then had the students take those skills to work on during independent reading. Jenn's perspective of focusing our energy on the conferences makes so much sense. That's where I will make the most connections with my students and where I will be able to meet them on their level and fill in those gaps they may have so that they can reach their highest potential. I hope too shift my focus this year a lot!

# data[].attributes.body
What,  if any, note taking have you tried? What worked, what didn't? What would you like to try next year? What do you like about Jenn's tips and templates?

I went through several different documents this year for note taking. One was a group form (grouping kids around the same reading levels). One was an individual form that had reading on the front and writing on the back. One was a form with the kids' names at the top and squares to make notes in. I wasn't crazy about any of these. When I read what Jenn does to take notes I LOVED it and can't wait to implement it next year. We are going departmentalized so to be able to have the notes from reading and writing in the same folder that can travel with the students is a great idea! I also really like her simple "Planning Your Week" form. What an easy way to sketch out your plan for the week so you don't miss any students!

# data[].attributes.body
“Reading Conferences” by Servallo provided such great insight. I appreciate the tools this book provides, especially The Hierarchy of Reading Goals. I am excited to utilize all the resources provided that will better equip me for conferences!

# data[].attributes.headline
Why would we want to shift our time and effort from planning and executing minilessons to conferring?

# data[].attributes.subject
Why would we want to shift our time and effort from planning and executing minilessons to conferring?

# data[].attributes.body
We want to shift our time and effort to where “the magic happens”. This year I was so hung up on the mini lesson and the anchor charts, that I was often missing the “why”. By shifting my planning to conferring it helps keep the “why” at the forefront of my mind/planning. For accountability, I like and will utilize the planning sheet on page 103. By being intentional with my conferring, I will gain insight to my readers, which allows for a much more effective and intentional mini lesson. My thinking was backwards!

# data[].attributes.body
I have done my note taking in the past several different ways. Self-made templates, tabbed notebooks, and sticky notes. My conferring had a trend of random topics/strategies/compliments, so I always felt it was not truly helpful. I am very fond of Jenn’s templates with the goals, skill progressions, and questions right on the form. This will ensure that the conference is intentional and serves a continuous purpose/guide for the students and myself.

# data[].attributes.headline
What strategies do you anticipate sharing with students for successful partnerships and clubs?

# data[].attributes.subject
What strategies do you anticipate sharing with students for successful partnerships and clubs?

# data[].attributes.body
I am so excited about the idea of “read aloud club”. I see this creating a safe environment for students who are reluctant to join and/or lack confidence to be a part of clubs/reading situations with their classmates. This club allows for platform to also model effective, strong book club conversations. I am very excited to incorporate this! I see it as a very effective bridge for so many.

# data[].attributes.body
Watch Jenn's conference with Gabbie and Ashley, a pair of Kindergartners and/or download the annotated transcript. What do you notice, what do you want to try?

As a kinder teacher, I GREATLY enjoyed viewing this! I liked how she presented them with strategies they could try, until they made the connection themselves. I loved the Partner Menu! I love how the menu serves as a visual to keep one another accountable and on task. I also liked how swiftly she explained the new goal and placed it on a sticky for the girls. A quick, yet very effective conference centered around the girls.

# data[].attributes.body
I noticed that Jenn does a fantastic job keeping a steady intentional pace for the conference. I like how she builds the relationship by informing Lucas that she is interested and listening to him. I liked how that she demonstrated first and then had Lucas work on the skilled. This allowed her to prompt him to ensure he understood the strategy he would be working on next. I like the idea of the table tent to keep the pace, intent, and strategy all aligned appropriately.

# data[].attributes.body
To help lift our ELL’s we need to stay mindful during conferences of their processing and response time. Practicing language while growing as a leader absolutely requires more think and processing time. By meeting with them more frequently and affirming their successes we can create an atmosphere of “See! you’ve got this!” rather than their frustration taking over.

# data[].attributes.headline
How might you make your compliment conferences more intentional, thoughtful, and specific so that a student's strategic work is not only recognized but reinforced so that it continues?

# data[].attributes.subject
How might you make your compliment conferences more intentional, thoughtful, and specific so that a student's strategic work is not only recognized but reinforced so that it continues?

# data[].attributes.body
On page 49, The Anatomy of an Effective Compliment structure is so powerful. It is very helpful to see how to shift the simple compliments of “What a smart idea you wrote on the sticky note”, to a helpful “paragraph of speech”. By explaining the WHY behind their strategy, it allows the student to see the big picture. I enjoyed reading the examples, because it gives positive feedback that will help the student across any text.

# data[].attributes.headline
Supporting ELL’s growing language skills 

# data[].attributes.subject
Supporting ELL’s growing language skills 

# data[].attributes.body
We can support ELL’S growing language skills each time we notice and recognize their growing vocabulary. By listening as they retell or explain what they are reading, and reassuring them of the strategies and skills they are successfully implementing. Praising them and allowing them to recognize their success will build confidence and keep the motivation flowing.

# data[].attributes.body
Student Reflection and Ownership of Goal is Essential

Students must be actively involved in reflection and goal setting in order for it to be effective. By tracking, monitoring, and being accountable for their goals it will provide ownership to the child. For it to be meaningful it has to be from their willpower, not ours. I appreciate the prompts on page 41 so very much. I love how it motivates and encourages students to dig deeper and evaluate their progress.

Value and Importance of Making Goals Visible

With teacher kindergarten, it is very important that they have constant visual reminders. By having goals visible it gives a purpose to their reading and they become intentional. I have used reading mats and book marks in the past, but I really like the idea of the examples of page 39. By outlining the strategies that have become a habit with the strategies the student is currently working on will definitely provide a boost of confidence and motivation.

# data[].attributes.body
I loved the layout of the hierarchy of goals and the table that "unpacks" each goal. It is very helpful to have a simple format that shows "First this, then this" . I appreciate the simplicity and the power behind it. I will absolutely use this table to help myself stay on track and to best support my students in their reading journey on what comes next.

# data[].attributes.body
It gives a lot of insight, and allows the teacher to hone on specific skills and strategies with the student. When the student is aware of what strategies are working for them, then they gain confidence to apply them across texts.

# data[].attributes.body
This is a topic that I have spent so much time asking, trying, and redoing. My goal is to label/organize my books in such a way that is useful and makes sense to the kiddos, but also maintainable. I like the idea of adding numbers that correlate to the topic pictures on the front so it is an easy way to return the book to its proper location.

# data[].attributes.body
I completely agree with this. By spending time with each child individually you are able to gain so much insight into where they are developmentally as a reader.

# data[].attributes.body
Hello! My name is Amber Storm and I teach Kinder at Caprock! I am excited to gain more insight and tools to help reading conferences be the most effective for all parties involved!

# data[].attributes.body
I LOVED this book!!! My biggest takeaway is that I need to spend more time planning my conferences. I spent so much time planning my mini-lessons. This year should be easier since I know the gist of the teaching point. This will help allot more time to being prepared and intentional in my conferences. I also need to do a better job about documenting which students I'm meeting with so that everyone has a minimum number of conferences each week.

# data[].attributes.body
Giving the students an opportunity to talk about what they’re reading helps students see different sides, parts, perceptions that they may have missed.  Having questions at the end isn’t how adults do book clubs, so why should we be forcing them to do the same.  A starter here and there to help them, but not a series of questions after reading.  That is not discussion with others.

# data[].attributes.body
• Jenn describes what many of us have experienced when it comes to managing our literacy block and planning for instruction. How do you see yourself in her sentiments? What can we learn from her mistakes and our own?
The main problem that I faced was time management. It was so difficult set just 10 minutes mini-lesson. On the other hand, I never set an organized and formal plan for conference. It was exactly to Jennifer Serravallo experience.  Now after reading this chapter I’m going to purposely plan my conference time according my student’s needs.

• Why would we want to shift our time and effort from planning and executing minilessons to conferring?
Because conferences and small group time allows us to know each students' needs, strengths, and weaknesses, and to know them as readers as well. This one-to-one time helps us to give each student the exact help that he/she needs. When we work just we the whole group is impossible to recognize individuals needs and strengths.

# data[].attributes.body
The value of partnerships and clubs is that it makes the children more social with their reading.  They are able to support each other and work on speaking and listening skills at the same time.
For the ELLs: This gives them practice through their speaking.  They will most likely need some sentence starters or to practice.

# data[].attributes.body
• What is the value of partnerships and clubs? How can we leverage talk time for our ELL learners?
Partnerships and clubs offer students the opportunity to reinforce their reading skills, also when they have the chance to read with a friend help them to increase their stamina. In clubs and partnerships students use listening and speaking skills that foster understanding and text comprehension, correct misunderstandings, and to see new perspectives.
We as teacher can take advantage of partnerships and clubs to help our ELL students, for instance, preparing them through practicing new language structures, providing them with language frames and sentences starters. Also, we can help our ELL students grouping them with students that represent strong language models.

• How do partnership conferences compare in structure and timing to the other types of conferences we've learned about? Why would we want to include this type in addition to the other types?
The Partnership conference has a similar structure and timing to research-compliment-teach conference. Vary in the fact that this type of conference follows a different approach when is working with early readers than when working with third- graders and up students. In addition, the role of the teacher during the partnership conference is as a note-taker and listener, different than the role of a teacher during a research-compliment-teach conference.
It is important to include partnerships conference because it can make reading more social, young children can increase their reading stamina, the students in each group can support each other’s print and fluency strategies and is beneficial for ELL students second language acquisition process.

# data[].attributes.body
Reading groups and book clubs are a great way to help our ELL learners become more proficient in speaking a  second language.  Students are able to practice with peers.  I agree that giving the students sentence starters for their conversations will help them to better use new desired language structures.

# data[].attributes.body
How do partnership conferences compare in structure and timing to the other types of conferences we've learned about? Why would we want to include this type in addition to the other types?

The partnership conferences are meant to be very short, around 3 minutes. They are very similar in structure to the other conferences. There is very important thing to remember during these conferences. Do not interrupt the partner conversations or questions. These type of conferences can support teaching conversation and working together strategies as well as deepening comprehension.

# data[].attributes.body
What is the value of partnerships and clubs? How can we leverage talk time for our ELL learners?

Partnerships help create a social atmosphere for students encouraging them to read more and interact more with what they are reading. During these times they also have the opportunity to learn reading and fluency skills from their peers. This can be far more influential for students to see their peers using these strategies than a teacher telling them how to do a specific strategy. This is also an incredible opportunity for bilingual students to learn and practice their language skills with their peers. We can support English Language Learners by providing them with language structures and sentence stems to support their learning and conversations during these times.

# data[].attributes.headline
A combination of the style of conferences are beneficial in different ways. One-on-one to guide, group when you have kiddos in the same realm of lesson. It’s good to change it up for the kids. Kids can get the feel for both alone and with groups. It connects with reading alone and in groups. 

# data[].attributes.subject
A combination of the style of conferences are beneficial in different ways. One-on-one to guide, group when you have kiddos in the same realm of lesson. It’s good to change it up for the kids. Kids can get the feel for both alone and with groups. It connects with reading alone and in groups. 

# data[].attributes.body
Last year I tried several homemade forms for note taking, along with post-it notes.  The method I liked the best was a form that had each student's name on it and a spot to write notes. I carried it around on a clipboard and could easily see who I haven't met with yet. It worked okay, but wasn't fabulous. This year I'm excited to try Jenn's note taking forms that are shown in this book!

# data[].attributes.headline
Giving the child the freedom to pick and conversation about the book allows the kids to have “Skin in the book.” Since we guide them through lessons on “I Pick” books, we need to give them a chance to have the independence to select and engage in the book. They often surprise us! 

# data[].attributes.subject
Giving the child the freedom to pick and conversation about the book allows the kids to have “Skin in the book.” Since we guide them through lessons on “I Pick” books, we need to give them a chance to have the independence to select and engage in the book. They often surprise us! 

# data[].attributes.headline
Why should we shift our time from planning/executing mini-lessons to conferring?

# data[].attributes.subject
Why should we shift our time from planning/executing mini-lessons to conferring?

# data[].attributes.body
This makes so much sense but it never occurred to me!  Why spend so much time planning for a 10 minute mini-lesson when conferring gives us the biggest bang for our buck?  By planning for conferences I know I will spend intentional time with each student and help them meet their personal goals.  I can only imagine the growth that will take place, once this shift occurs.

# data[].attributes.body
What is the value of partnerships and clubs?

Partnerships and clubs give students a chance to talk with their peers about what they are reading.  They can support each other while building stamina and reading skills.  They can also listen and speak with each other to help deepen their understanding of the text, as well as hear other perspectives.

What might be the results of providing only teacher selected texts and questions vs. promoting independence, collaboration, and conferring?

Book choice is so important for engaging our readers.  Students need access to high-quality texts that they want to read and are about subjects they are interested in exploring.  For this reason, only providing teacher selected texts can decrease motivation and engagement, which will also decrease the effectiveness of book clubs.  In addition, providing teacher-made questions will further limit the conversations students have to just answering the set of questions provided.  Allowing them to engage in student-led conversations about the text allows for multiple perspectives, deeper thinking, and readers who are highly engaged.

# data[].attributes.body
I teach 4th grade and have had struggles in getting kids engaged in meaningful book clubs, so this video was gold for me! I love how she sat back and let them discuss without interrupting, even when they seemed to struggle to voice how they were feeling or what the noticed in the book. I also loved that the students weren't afraid to disagree with their peer, as they were disagreeing respectfully in the club and didn't take it personally. I really want to try doing some whisper coaching, as that seemed to help the little girl have confidence in asking the next follow up question with new language. I also want to try the idea of having students doing book clubs about the read aloud in class and building that confidence during grand conversation in my room.

# data[].attributes.body
In today's modern world, students seem to struggle with elaboration and even sustained attention in conversation, which can in turn create a difficulty in collaborating. They are distracted and want a quick fix to issues, and those aren't recipes for a good book club! I think the conversation strategies are great for these kiddos that just need some guidance in how to sustain meaningful conversation with their peers, as well as teaching them some strategies to discuss texts and beyond in daily life.

# data[].attributes.body
I like how Ellin questioned  if we are really comprehending what we read if we aren’t talking about the text. It is so important when reading to the class to stop and ask questions/pose questions and just check for basic comprehension. I always like to pose other perspectives with my students as well so that they can see there is more than one view of a topic.

# data[].attributes.body
Partnerships for ELL’s provides practice not only with reading but also learning to be social in practicing the new language. It’s important for students to be in a group with strong language models.

# data[].attributes.body
This book really gave me a lot of great ideas  and really refocused me.  My biggest take away was to plan my conferences and to be intentional about conferring with each student twice a week.  The other take away was to provide the students with my undivided attention and show them that I value their reading.

# data[].attributes.body
In the past years, I have always attempted  to use a binder with each child's name on it.  I found that the binder was cumbersome and often got left behind at my desk and not utilized as it should.  This year I would love to utilize individual folders.  I really feel that that the folders will be a visual reminder to me of the students that I still need to conference with.  The use of the folders along with a planned out calendar of conferences will really help me each week to stay more focused and more intentional in my conferencing.

# data[].attributes.body
Jenn's tips for conferencing really helped me to realize that I need to keep my goal for conferencing in the forefront of my mind and that is the student's individual needs.  I love the chart on page 100 and 101.  I'm going to include a copy of the chart in my materials to serve as a constant reminder for me to utilize my time and to offer the best conference for my student to best meet their needs.  I think that this will help me to shorten my conferences, and lead a more purposeful conference.  My goal is to work smarter and not harder.  My other goal is to value the reading conference as important time with my students and to utilize some powerful teaching moments.

# data[].attributes.body
Book clubs and partnerships are excellent avenues for providing rich proficient language models for our ELL students. The ELL students will need some individual conferences to support their participation in the partnerships or bookclubs. During individual conferences the teacher will practice new language structures, help them get used to the vocabulary used in partnerships and discussions. An individual conference can also give them an opportunity to practice what they might say. These added steps in the individual conferences will really help the success of the ELLs in their partnerships or book clubs.

# data[].attributes.headline
Planning for a partnership conference and how it differs from other conferences

# data[].attributes.subject
Planning for a partnership conference and how it differs from other conferences

# data[].attributes.body
Planning for a partnership conference is different from the other conferences that we have looked at which are all individual conferences.  The biggest difference is that you have to decide what will deepen the conversation.  Should your concentration be on a strategy to deepen their concentration or one focused more on speaking.  The teacher thinks about what the partners are already doing and builds on their strengths.  The teacher compliments what the students are already doing that is already helping their partnership.  The teacher then offers the partnership a comprehension strategy or a conversation strategy.  The biggest change is that when the teacher needs to coach them she will whisper the information into a student's ear so that they have the language to include that in their discussion.  Pretty powerful in my opinion because it stays true to the partnership.  The teacher might leave a sentence starter to continue helping them as well.

# data[].attributes.body
I think there are many benefits of reading partnerships and clubs. In addition to the social aspect I think the greatest value is that it promotes opportunites for the kids to be thinking about the text they are reading which in turn builds comprehension, teaches them that reading is more than word calling, and promotes a love for reading. In kindergarten my kids liked to play the games from Readers Workshop such as  "guess what's next" or "act it out" when in their partnerships. They were engaged,  having fun, and building comprehension which I see as a win.

# data[].attributes.body
In kindergarten I have seen technology negatively impact their social skills and fine motor skills. I think increased screen time has taken away so many natural learning moments that stem from the everyday social interactions that take place when children are playing together. Social skills like conflict resolution, sharing, empathy, taking turns etc. need to be developed through authentic social experiences and not through an app or show. It will be important to teach and model the social dynamics of how to be in a partnership,  in order for my students to be successful in one.

# data[].attributes.body
·         How can you remain flexible and responsive when conferring with students or working with students in a small group?

To remain flexible and responsive it is fundamental to see the conference as a learning process for ourselves as a teacher, from where we can learn as we teach. It is also important see beyond our expectations and listen carefully to what our students brings to the table. Perhaps we had a plan set for a student, however as the conference progress we realize that this student needs a different approach. It is ok to change the plan! Also, we need to consider the conference as a lens that helps us to see more in deep our students and to keep them close to us.

·         When would a strategy lesson be a more appropriate small group context than guided reading?

When there are two or three students that are working on the same goal, and who can benefit from learning, use, and practice the same strategy.

When would a guided reading group be more appropriate than a strategy lesson?

When we need to teach skills to students that are working reading text at one specific instructional level.

What might be the result of limiting small group instruction only to that of a guided reading group? Why do both have value in a comprehensive literacy block?

In a classroom we can have many students that are working towards the same goal and they can be place in a small group to work in the same strategy, regardless their instructional level. However, if a teacher limit small group instruction just for those in the guided reading group, the conference will be ineffective. On the one hand, the time use for conferences would be inefficient, because there won’t be enough space -time- to work with students that could as well benefit from working in small groups in the same strategy. On the other hand, all students benefit from working in small groups, as each student brings a unique need that when analyzed and solved with the teacher's guide can help another student to advance their reading process.

# data[].attributes.body
by reiterating the importance of student conversation,,,, it's important that students are given the opportunity to talk, discuss, debate (respectively) their thoughts with one another. She also stated the importance of the teacher keeping their "mouth shut" and that's one of the important points I've already picked up on, for myself.

# data[].attributes.body
Ellin Keene's work supports and validates our work

# data[].attributes.body
I was thoroughly impressed with how well the students were involved with their conversations, their vocabulary usage, and their ability to support their responses with book references. Also, I noticed how little Jenn spoke- yet, she was intently listening and taking notes. I want to try to be a better note taker, when listening in on conversations, and I definitely need to learn to keep my mouth shut- with no interjections, opinions, advice, and compliments.

# data[].attributes.body
In the age of technology, what needs have you noticed about social interaction and students ability to converse and collaborate?
-Student's today spend so much time just doing things or looking things up to find the information right then. They don't spend time verbally explaining their thoughts and processes, they just do it. They also spend a small amount of time to look for the answer right now instead of researching and committing things to memory (I do this too!). We need to give them the opportunities to explain why they think certain things or feel certain ways. Explaining those will allow them to communicate with others and have genuine interactions. They also need to spend time researching and truly studying information. Without studying the information they just look it up to know it right then, and end up not knowing it in the future.

Watch Jenn's conference with a fourth-grade book club and/or download the annotated transcript. What do you notice, what do you want to try?
-I notice that most of the time Jenn is sitting to the side and taking notes. She doesn't jump in the conversation or try to steer it in a specific direction, she goes with the flow. I also notice that the student's seem well trained in how to run book clubs! They're all super respectful and patient with each other. I would love to try the technique that Jenn uses of whispering to one student to have them ask/guide the conversation. I like how it keeps the students focused on their conversation and answering each others questions versus trying to find the perfect answer for the teacher.

# data[].attributes.body
In the age of technology, what needs have you noticed about social interaction and students ability to converse and collaborate?

As I stated in my above post, I did implement book clubs and partnerships this year. I had a lot of issues with students during these times. They were great independent readers and they loved reading the same books as other students, but when they got into groups, they had so much trouble staying on task and doing what we had learned in our mini lessons. I found myself constantly referencing the anchor charts and stopping their conversations every 30 seconds to redirect them. Students have such a hard time with social interaction because of the amount of technology they have in their lives. They need help with interpersonal skills and they need a LOT of practice in active listening and speaking. This upcoming year I plan to spend a lot of time having students discuss and practice how to have conversations about texts (and conversations in general)!

# data[].attributes.body
In the age of technology, what needs have you noticed about social interaction and students ability to converse and collaborate?

# data[].attributes.body
What might be the results if we limited partnerships and clubs only to enjoying a book together without conversation, collaboration, and conferring?

This year I did several book clubs and book partnerships and I saw some good results with it. I look forward to trying it out again this year and being more organized and systematic in how I set up my book clubs/partnerships. The RUoS gives great steps to set these all up and I am looking forward to using these a lot this year! If I limited clubs and partnerships to just reading the same text but never had the students discuss or collaborate, there would be no real value in my students reading the same books. The reason for the clubs is to read a text and be able to learn how to have an authentic conversation about it! Having a club/partner allows students to ask questions and discuss the text with a peer who can relate to them.

# data[].attributes.headline
How do partnership conferences compare in structure and timing to the other types of conferences we've learned about?

# data[].attributes.subject
How do partnership conferences compare in structure and timing to the other types of conferences we've learned about?

# data[].attributes.body
Although the structure is similar to R-C-T conferences, the timing is shorter (around 3 minutes). What I thought was interesting, and probably the biggest difference, is that the teacher does not speak or interact in the 'Research' phase. We focus on listening to the partnership/group and taking notes so that we do not interrupt the discussions students are having. Normally, we would ask questions, but in this conference we want to see what students can do without teacher support or prompting.

# data[].attributes.headline
What is the value of partnerships and clubs?

# data[].attributes.subject
What is the value of partnerships and clubs?

# data[].attributes.body
Partnerships and clubs are what make reading social. This was my students favorite time of workshop. They could NOT wait to read with a friend and discuss/act out characters. I could see their reading come to life, so I enjoyed it as much as them! Not to mention the crucial soft skills students learn in the process.

# data[].attributes.body
• How can we support ELLs growing language skills in addition to reading goals in a compliment conference?
Through a compliment conference, we can help our English Language Learners to gain confidence in their capabilities and build trust between them and the teacher.
Also, we can take advantage of the compliment conference to recognize the ELL student’s language skills growth, like how he/she are using the new vocabulary, their ability to apply the new knowledge to enrich the syntax to composed when sentence speaking and writing.
• Watch Jenn's 90 second conference with Justin, an eighth grader working on a goal of reading engagement and/or download the annotated transcript. What did you notice, what do you want to try?
I noticed how Jennifer remained silent and attentive given to Justin his space to express his ideas and to name what he is doing. Then she prompts with an open question about what is the difference that he notices about himself while reading non-fiction and fiction books. This help Justin to find what strategies he is using when reading fiction and non-fiction books.
Another relevant strategy that I noticed is when Jennifer made a connection when she associated what Justin is doing as a reader with what she has done as a reader. I want to apply this strategy with my students to make them feel that there is a reader-to-reader relationship.

# data[].attributes.body
I truly enjoyed reading A Teachers Guide to Reading Conferences @JSerravallo because it provided me with tips & resources that will allow be to lead a more focused & valuable conference. I look forward to using the note taking forms & charts when planning my conferences this fall.

# data[].attributes.body
I think my biggest takeaway from this book boiled down to not spending all of your time planning out your 10 minute mini lesson and not devoting the time to the conferences with your students. This is really where the magic happens and should be your focus. If you spend the time necessary on the front end, you will ensure you're meeting with all of your students and they are being met exactly where they are and the results will be astounding.

# data[].attributes.headline
Shift from Mini Lesson Focus to Conferring

# data[].attributes.subject
Shift from Mini Lesson Focus to Conferring

# data[].attributes.body
·        Why would we want to shift our time and effort from planning and executing minilessons to conferring?

The bulk of our teaching is done during our conferring and book clubs so that is where we should be focusing most of our planning time and effort. If you think about it, each child isn’t going to master the topic done during the minilesson at the exact same time because they aren’t all ready at the same time. They will be much more successful if we are able to meet with them one on one or in a small group and teach strategies that they are ready to use. This provides the appropriate scaffolding and guidance that each child needs.

# data[].attributes.body
·        Jenn describes what many of us have experienced when it comes to managing our literacy block and planning for instruction. How do you see yourself in her sentiments? What can we learn from her mistakes and our own?

I can completely relate to where Jenn is coming from when she mentions spending our planning time focusing on such a short block of time but shooting from the cuff on the conferring. Conferring and book clubs are where the most amount of work is done so why wouldn’t that be our priority? Moving into the next year, I would like to dedicate more planning time to scheduling my groups so I meet with every child and have a plan in mind about what I will be working with them on. Obviously these plans need to remain somewhat fluid to accommodate for changes but it will allow for me to use my time more wisely.

# data[].attributes.headline
Strategies for Partnerships & Book Clubs

# data[].attributes.subject
Strategies for Partnerships & Book Clubs

# data[].attributes.body
-        What strategies do you anticipate sharing with students for successful partnerships and clubs?

With my 2nd graders, I am planning to start by introducing the expectations for partner reading. This begins with sitting hip to hip or knee to knee with one person reading and the other listening and then the other reader having the opportunity to do the same. From there it will evolve and I will provide them strategies to work with each other on. Such as, paying attention to the story and asking one another questions throughout the book and teaching them how to have a discussion about the text and their thoughts once they are finished reading. With book clubs I plan to have it be more structured with expectations for discourse with each person having the opportunity to speak about what they’ve read. I will act more as a facilitator as time goes on with encouraging them to agree or disagree with one another but truly letting them own the conversation with less teacher talk.

# data[].attributes.headline
Results of Limited Partnerships & Book Clubs

# data[].attributes.subject
Results of Limited Partnerships & Book Clubs

# data[].attributes.body
-        What might be the results if we limited partnerships and clubs only to enjoying a book together without conversation, collaboration, and conferring? What might be the results of providing only teacher selected texts and questions vs. promoting independence, collaboration and conversation?

If we didn’t allow for conversation, collaboration, and conferring within the scope of book clubs, we would eliminate the possibility for deep understanding and reflection throughout the books and upon completion. This also ruins the chance for partners to discuss inferences they may have, predictions on things that may happen next, things they may have learned, etc. Talking to someone about what you’re reading is such a powerful piece to the puzzle.

If book clubs were only based on teacher selected texts and questions, we would be hindering their love of reading and limiting their ability to find authors or series that they really enjoy. So much of reading is finding the love of curling up with a good book and using your imagination as the story goes on. Not all children are going to want to read the same book or enjoy the same topics. We must empower our students to choose appropriate books on their own and find others within the class that enjoy reading the same types of things as they do.