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I was very interested to see what part of my teaching and lessons stood out to my students. Therefore, when I first started conferring with them, I would simply ask them to tell me about their books. If they struggled with that, I would then ask "what is something you noticed in your book" or "what did you think was important to record on your sticky note".

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I was very interested to see what part of my teaching and lessons stood out to my students. Therefore, when I first started conferring with them, I would simply ask them to tell me about their books. If they struggled with that, I would then ask "what is something you noticed in your book" or "what did you think was important to record on your sticky note".

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For fiction texts, many of my students were taking notes to remember the sequence of events in their stories and were asking questions as they read. They would then check their sticky notes as they read to see if their questions had been answered.  For nonfiction, my students were mainly enjoying looking at all of the text features and determining if the features had new information or if they were solidifying something that they had already read.

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For fiction texts, many of my students were taking notes to remember the sequence of events in their stories and were asking questions as they read. They would then check their sticky notes as they read to see if their questions had been answered.  For nonfiction, my students were mainly enjoying looking at all of the text features and determining if the features had new information or if they were solidifying something that they had already read.

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For my students that were noting the sequence of events in their story, I would like to pull groups with them to see if they notice changes in  their character as their story progresses. They are doing an excellent job with recording main events and I want to help them notice how those events impact their characters! For those that have been focusing on nonfiction, I would like to help them figure out why each of those text features are included, while also providing them with practice on naming some of the text features. They are already doing such an excellent job noticing the features, so now they can work on determining how those features are helpful to their books!

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For my students that were noting the sequence of events in their story, I would like to pull groups with them to see if they notice changes in  their character as their story progresses. They are doing an excellent job with recording main events and I want to help them notice how those events impact their characters! For those that have been focusing on nonfiction, I would like to help them figure out why each of those text features are included, while also providing them with practice on naming some of the text features. They are already doing such an excellent job noticing the features, so now they can work on determining how those features are helpful to their books!

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Since we are working in our non-fiction unit until the end of the quarter a lot of my observations were centered around students using pictures, labels, and different parts of the book to gather information. I observed many students looking at the Table of Contents so my questioning was geared toward asking students where they might find certain information in the book or what is the book mainly about?

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From my questions I gathered that most students could tall me what the book was maily about if they could read the title and some of the imformation on the Table of Contents and from looking at pictures in the book. Most of my non readers relied heavlily on pictures, which is a skill we want them to use but the pictures sometimes distracted the non readers from the topic if the picture was used for comparison or something else.

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My next steps is to help my readers identify the authors purpose for writing the book. My next step with help my non readers is helping them to use reading strategies to help them become better readers and also using pictures to identify key details and main topics.

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One question that I ask my students is "Why did you pick this book?" And then I'll have the student read a little for me.

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One question that I ask my students is "Why did you pick this book?" And then I'll have the student read a little for me.

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This lets me know if students are choosing the right books and if they are using strategies to help them read.

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This lets me know if students are choosing the right books and if they are using strategies to help them read.

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based on the answers, I may help students find books that are right for them or teach a strategy to help them read.

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based on the answers, I may help students find books that are right for them or teach a strategy to help them read.

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One question I used when conferring with a student was "How did it feel reading this book? Was it hard, easy, or just right?" I do this often with my students because I want to see them self assess on their reading of books so that they can learn that sometimes a book may be easy for them, or it could be hard, and that our goal is to find books that are just right for them, and where they are as readers.

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I gain information on if my students are and I agree on where they are at as a reader, and I learn if they are able to self assess honestly. This is important because it shows me if they are accepting of themselves in how they read.

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Making sure I am providing those just right books for my students to read and not making it to easy or hard for them. If it's easy they could get bored, and if it's hard they could get frustrated and give up. I don't want either of those things to happen.

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I have students to jot down a reading strategy that they use each week on their 'Must Do/May Do' independent accountability sheets. When I confer with them, I ask them about the strategy that they wrote down and simply ask if they feel comfortable trying the strategy with the book that we are reading in our small group. I discovered that students said it was helpful to reread chunks/sections of informational texts so they could summarize what they were learning about a topic. That learning led to a strategy group for jotting inferences and details on a sticky note.

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Students benefit from multiple opportunities to practice strategies both independently and with explicit modeling support of peers and teacher in small groups.

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My next step will be to build more opportunities for students to share their thinking and learning with a partner in small groups.

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During our writing these last few weeks, we have been researching different inventions. When conferring with students, one of my first questions was "Why did you choose this topic?"

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This question gave me a little insight as to why students chose the topic that they chose. This let me know if they were really interested in the topic or not. Because if they are more interested in the topic, they are more likely to research and write more about this topic.

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My next step was to pair students with the same or similar topics to help each other with research and bounce ideas off one another.

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I started conferences asking what was one thing they felt they were doing well on and what is one area they can growin.

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I was interested to see what they already knew about why a particular text feature was included within the text. The question I asked was why did the author include this text feature?

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I learned a lot from what they felt they were struggling with. A lot of students mentioned feeling lost in the reading after reading for a while so I gave out post its for stop and jots and we reviewed stop and jot as a class heavily.

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I learned which students had an understanding of what a text feature was, what you can learn from it, and why was it included. This helped me to create three different smalls groups based on what they already knew.

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After break I plan to check in with students and discuss their areas of growth I have seen since our last conference and ask how they feel they are improving their area for growth they identified at the previous conference.

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I created small groups that focused on what they needed more support in being able to understand about the importance of a text feature and making sure that they were looking at the text features within a text.

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I wanted to know if they were using the text AND the pictures to learn about the topic.  I asked, "What did you learn from the text?" and "What did you learn from the illustration?"

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I learned they weren't always picking up the important details from the illustration. They also didn't automatically read the captions.

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I will make sure they are stopping to read and think about the illustrations and what information they can learn from them. I'll also help them identify if anything in the illustration is/is not in the text to help them identify the connection/relationship between the text and illustration.

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With my 4th graders I asked them to show me examples in the text that supports the main idea.

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I noticed with several students they were able to identify the main idea but struggled to show me evidence from the text that supports the main idea. They would show me interesting facts from the text rather than the important facts that reflected the main idea.

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I will continue to model how to find the important facts in non-fiction texts rather than the interesting facts. I will have students practice strategies on how to identify the important facts vs. interesting facts. For example, asking themselves if this information was left out of the text will it change the text?