# data[].attributes.attachment_link.title
ISF Hong Kong 3-5 Conferring Ongoing Jamboard - Google Jamboard

# data[].attributes.attachment_link.description
The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

# data[].attributes.body
Please add documents, photos, etc, of tools you make!

# data[].attributes.body
kalley@erinkentconsulting.com
@kfhoke (Twitter)

# data[].attributes.headline
A Teacher's Guide to Writing Conferences

# data[].attributes.subject
A Teacher's Guide to Writing Conferences

# data[].attributes.attachment_link.readable_text
The Classroom Essentials Series

Writing conferences are a way to help both you and your students find joy in the writing process. And too, conferences can help you provide one-on-one instruction that covers a wide range of writing skills and strategies.

How can I get started with conferring or improve my conferences?
How can I fit conferences into my busy writing workshop schedule?
How can conferences help me meet the diverse needs of student writers?

Helping students become better writers is what writing conferences are all about.In A Teacher's Guide to Writing Conferences, Carl Anderson explains the underlying principles and reasons for conferring with students, and how to make writing conferences a part of your daily routine. With clear and accessible language, Carl guides you through the three main parts of a writing conference, and shows you the teaching moves and intentional language that can be used in each one. He helps you understand:
* how to get started with conferring, or improve your existing conferences
* how to use conferences to meet the diverse needs of your student writers
* how to fit conferences into your busy writing workshop schedule.
More than 25 videos bring the content to life, while Teacher Tips, Q&A's, and Recommended Reading lists provide everything you need to help you become a better writing teacher.

(click any section below to continue reading)

Contents

Part One: What Is a Writing Conference?
My First Writing Conference Was a Disaster
Writing Conferences Happen in Writing Workshop
What Is a Writing Conference?
Why Confer?
Part Two: Start by Discovering What the Student is Doing as a Writer
Invite Students to Talk About Their Writing
What Will Students Talk About?
Five Scenarios That Happen After You Ask, "How's It Going?"
Try It Yourself: Studying Your Conferring
Part Three: Assess and Decide What to Teach
Recognizing Patterns Is the Key to Good Decision-Making
Writing Patterns and Teaching Points
Try It Yourself: Building Your Knowledge of Writing Patterns and Teaching Points
Part Four: Then Teach Powerfully
Move One: Give Feedback
Move Two: Deliver a Teaching Point
Move Three: Coach
Move Four: Link to Independent Work
Studying the Four Teaching Moves in a Transcript of a Conference
Try It Yourself: Improving Your Conference Teaching

Companion Resources

Reviews

"With the videos included in this book, learning does not stop on the last page of the book. The art of teaching is taking something and creating a wonderful lesson that brings the learning to life. This is what the videos do for the book."-Lesley Miller, Director of Title I and Literacy, Frankfort, IN

"Carl does an excellent job of showing all the possibilities when conferring with writers. His teaching point library is probably the highlight of this book for veteran teachers. Excellent!"-Jill Hatcher, Literacy Coach

"This would have been invaluable to me in my first years of teaching. Not just the text, but as a way that teachers can talk to students, in ways that move the learning forward."-Tia Frahm, Assistant Professor

"I struggle with writing conferences, and this book was filled with helpful problem solvers. The many strategies offered quick and useful tools to support my teaching and the young writers in my classroom."-- Tiffany Jewell, Montessori Teacher

Related PD Services

# data[].attributes.attachment_link.title
A Teacher's Guide to Writing Conferences

# data[].attributes.attachment_link.description
Writing conferences are a way to help both you and your students find joy in the writing process. And too, conferences can help you provide one-on-one

# data[].attributes.attachment_link.title
S1 ISF Hong Kong 3-5 Conferring (Nov 22)

# data[].attributes.attachment_link.provider_name
Literacy Consultants & Consulting Services | Erin Kent Consulting

# data[].attributes.attachment_link.title
Literacy Consultants & Consulting Services | Erin Kent Consulting

# data[].attributes.attachment_link.description
EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

# data[].attributes.attachment_link.readable_text
Teaching Tools for Differentiation, Rigor, and Independence

What's DIY Literacy? It's making your own visual teaching tools instead of buying them. It's using your teaching smarts to get the most from those tools. And it's helping kids think strategically so they can be DIY learners.

Special Offer: Save 30% off our list price automatically when you buy 15 or more.

"We have never seen teachers work harder than we do now. These tools inspire kids to work as hard as we are."
-Kate Roberts and Maggie Beattie Roberts

What's DIY Literacy? It's making your own visual teaching tools instead of buying them. It's using your teaching smarts to get the most from those tools. And it's helping kids think strategically so they can be DIY learners.

"Teaching tools create an impact on students' learning," write Kate Roberts and Maggie Beattie Roberts. "They help students hold onto our teaching and become changed by the work in the classroom." Of course, you and your students need the right tools for the job, so first Kate and Maggie share four simple, visual tools that you can make. Then they show how to maximize your instructional know-how with suggestions for using the tools to:

make your reading and writing strategies stick

motivate students to reach for their next learning goal

differentiate instruction simply and quickly.

Kate and Maggie are like a friendly, handy neighbor. They offer experience-honed advice for using the four tools for assessment, small-group instruction, conferring, setting learning goals, and, most important, helping students learn to apply strategies and make progress without prompting from you. In other words, to do it themselves.

"It is our greatest hope," write Kate and Maggie, "that the tools we offer here will help your students to work hard, to hold onto what they know, and to see themselves in the curriculum you teach." Try DIY Literacy and help your readers and writers take learning into their own hands.

(click any section below to continue reading)

In Depth

As literacy consultants, we have never seen teachers work harder than we do now. And we have watched teaching tools help them feel as though all of their hard work is worth it. In part, the tools help get traction going with teaching and learning. In larger part, the tools inspire kids to work as hard as we are. These tangible, colorful, personalized offerings of our teaching are individual gifts to students. They communicate the message of I see you. I see your next steps. Let me help you. Here is this. These teaching tools invite kids in on the work of the class in a way that is tailored to them, allowing students to take control of their learning and do it themselves.

When we take on DIY projects, from remodeling a bathroom to making a new teaching chart, we know that part of the joy in this project is going to come from our own efforts. And while many times the hallmark of a DIY project is it's imperfections, these flaws often become marks of character, points of pride, and evidence of learning.

One key to experiencing joy is working hard and seeing that hard work pay off. When mathematicians solve a problem they've been grappling with for months, when a musician perfects a performance of a complicated piece, when a learner masters a difficult concept, joy arrives.

It is our greatest hope that the tools we offer here will help your students to work hard, to hold onto what they know, and to see themselves in the curriculum you teach.

Onward to joy!

- From Chapter 1

Companion Resources

Reviews

"After reading DIY Literacy, I felt like I had been given a superhero cape. I felt armed and ready to teach writing. I knew I could use my newly created demonstration notebook or a micro-progression or a chart to help me teach my students. Really, I felt empowered."
- Dana Murphy, at Two Writing Teachers
Read the entire review
" DIY Literacy is not only a "how-to" book on designing visual tools but a source of advice on implementation in the classroom. Students' learning is changed by concrete ideas that push them forward into independent problem solving."
-Sandy Wisneski, at MiddleWeb
Read the entire review

# data[].attributes.attachment_link.title
DIY Literacy by Kate Roberts & Maggie Beattie Roberts.

# data[].attributes.attachment_link.description
Make visual teaching tools instead of buying them. Use your teaching smarts to get the most from those tools. And help kids think strategically so they can be DIY learners. Get the traction going with teaching and learning to inspire kids to work as hard as we do.

# data[].attributes.headline
Reading and Writing Workshop in International Schools

# data[].attributes.subject
Reading and Writing Workshop in International Schools

# data[].attributes.body
Great group focused on literacy!

# data[].attributes.attachment_link.readable_text
Introduction
A Very Brief Introduction to Principles, Research, and Theory, and How to Use This Book
The idea for a book of writing strategies exists many times over. This one is possible only because of the great books that have come before it. There are books suggesting writing strategies meant for professional writers and college students, such as those by Noah Lukeman, Roy Peter Clark, and Janet Burroway, among others. There are countless examples of excellent compilations of writing strategies in books written for teachers of writing, such as Fletcher and Portalupi's Craft Lessons Series, Barry Lane's After "The End" (1993), Carl Anderson's Strategic Writing Conferences series (2008-2009), Donald Graves' many books, Katie Wood Ray's Wondrous Words (1999) and other titles, Katherine Bomer's books, Georgia Heard's books, Nancie Atwell's In the Middle (2014) and other resources, Lucy Calkins' Units of Study series, and many more. My aim in this book is to offer my favorite, most useful collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. I want to offer you a little bit of everything. I streamlined the language and examples, and I present the strategies in a format that is organized so that the busy teacher can find just the right strategy at just the right moment. Of course, you'll elaborate on the streamlined language and make it your own.

But wait-before you dive in, I'm so glad you're taking the time to spend a few moments with this "Getting Started" introduction. In this introduction, you'll gain a helpful overview of the thinking that undergirds this book's ideas as well as an overview of its organization. You'll learn about strategies and all the aspects that I chose to include to elaborate on them-mentor texts, prompts, lesson language, teaching tips, and more. You'll learn how to navigate the pages of the book so you can find what you're looking for quickly and easily, for this is not a read-every-single-page kind of book (unless you want it to be). You'll get a quick crash course on some important terminology and concepts that will help you use this book to its fullest- thoughts about writing as a process, and modes and genres of writing, for example. And finally, you'll learn how to adapt what's in the book to fit your students' writing time in the classroom, no matter what form that time takes.
Click here to download more of the introduction of this book.
Goal 1: Composing with Pictures

Strategy Go back to your picture(s). Point to the part or picture that teaches something important about your topic. Touch or turn to the next part. Tell what new fact about your topic this part of the picture or this page teaches.

Lesson Language If I wrote or drew to teach, then when I read my writing back I'm going to make it sound like a teaching book. I'm going to tell my reader the facts I wrote about. Let me show you. I drew a picture of a big T. rex. I know a lot about them so I added a lot of details in my picture. I'm going to touch one part and teach what that part says. "The T. rex had very large jaws with big sharp teeth." Now I'm going to touch a new part and teach what that part says. "The T. rex had very short arms. It would only run using its hind legs."

Goal 2: Engagement - Independence, Increasing Volume, and Developing a Writing Identity

Strategy First, identify the problem you're having. Then, check the spot in the room, a resource, or a friend that might help you solve the problem. Try a solution. If it doesn't work, try something else.

Teaching Tip This strategy, like "Use the Room" that appears earlier in this chapter, assumes that there are things in the room that can be helpful, and that you've taught children how to use them. For example, in a primary classroom a word wall may help a writer to spell high-frequency words. If you've introduced and used mentor texts, then having these available for children to reference on their own could help them. Sometimes the problem might be that they need to work in a new spot in the room because of the amount of distractions at their current spot. Brainstorm possible problems with your students, and come up with a list of resources and solutions. Or, this strategy can be like a culmination of past teaching from this and other chapters.

Goal 3: Generating and Collecting Ideas

Strategy Decide on a new place to visit. Go there with no more than a notebook and a set of listening ears and observing eyes. Let yourself pick up on conversation and details of the person. Jot down what you observe, and also what you imagine, about the people you see.

Teaching Tip This strategy will take you outside of the classroom, so it would work well as a whole-class lesson followed by a field trip, or as a suggestion to a student, group, or class for independent writing outside of the school day.

Goal 4: Focus/Meaning

Strategy Think about a memory and all the events that are part of that memory. Think about what's important about that memory, or the big idea the memory leaves you with. Identify the one part of the memory that feels the most important. Write some ideas about what's important about it, and why it's important. Try to write just that one smaller part of the larger moment. Tell it bit by bit.

Teaching Tip The amount a writer will be able to reflect on the overall significance of a small moment will depend on her maturity level and experience with writing. For younger children, you may want to suggest choosing a small moment that will make a good story, rather than one imbued with a deep or heavy significance, or simply encourage them to narrow down the window of time

Goal 5: Organization and Structure

Strategy Before beginning to draft, visualize the shape of what you're going to make. Create some sort of quick visual, in pictures or in words, to represent the overarching structure. As you write, check back to see where you are in your plan.

Teaching Tip This is going to be most helpful after students have learned a variety of ways to structure their pieces and have been introduced to a variety of graphic organizers that would help them to organize, or shape, the information into a structure.

Goal 6: Elaboration

Strategy Think about the subtopics for which you'll want to collect information. Write each of your subtopics as a heading on a notebook or booklet page. As you find new information for your topic, think, "What page in my notebook should this go on? Which subtopic does it provide details for?"

Lesson Language I just found this interesting fact: Ballerinas really wear out their shoes. Many go through as many as 2-3 pairs per week! I'm going to look across the pages of my booklet to see where this would best fit. Would it belong in the section called "Types of Ballet Positions?" No, that's not about the positions. Would it go in the section called "Famous Ballets?" No. "What Ballerinas Wear?" Well, I do talk about pointe shoes in this section, so it might be cool to add this fact about how many pairs of pointe shoes the average ballerina needs. I'll keep the fact here.

Goal 7: Word Choice

Strategy Find all the action verbs in your piece. Focus on any that you think aren't as clear, precise, or exact as they could be. List several options for what might replace that word (use a thesaurus if you need it!). Choose the word that best matches your meaning.

Teaching Tip For this strategy to work, children will need to understand what an action verb is, so identification of verbs is a first step in this strategy. Many teachers weave in some instruction during other balanced literacy components such as word study, read-aloud, and/or shared reading. You could also plan to teach direct minilessons to the class or small groups for those who do not understand parts of speech.

Goal 8: Conventions - Spelling and Letter Formation

Strategy When trying to spell a word, try to visualize where you've seen it written and how you've seen it written before. It may help to close your eyes. Then, in a margin or on a piece of scrap paper, write how you think it's spelled. Try it a second or maybe even third way. Look back at what you've written and ask yourself, "Which of these tries looks right to me?"

Prompts

Check off the parts that look right to you.

Write the word as you think you've seen it before.

Which parts look right? Which part looks off?

Do you think there are some letters missing?

What part of that word is tricky for you?

The part you're trying to spell is also in the word _______. Does that help?

Goal 9: Conventions - Grammar and Punctuation

Strategy Find two sentences that talk about the same topic. Think about the relationship between those sentences. Choose a connector word and try combining the sentences into one. Reread and decide if you like the combined way or original way better.

Lesson Language Here's one spot in my draft where I have two sentences that I
think go well together. I wrote: "A dog is something that can keep you company. A dog
can cheer you up." What's the relationship between those two sentences? They both have
to do with something that is positive about owning a dog, so I think they are related. I'm
adding more information on. I'll try using and to combine those sentences: "A dog can
keep you company and cheer you up." Here's another spot: "I would love to have a dog.
My mom won't let me have a dog." What's the relationship between those two sentences?
The second sentence gives more information that feels in contrast to the first. I'll combine
them with however: "I would like to have a dog, however my mom won't let me." The
new sentence I made seems clearer and more to the point.

Goal 10: Collaborating with Writing Partners and Clubs

Strategy Talk with your partner about your goals (for the writing period, for the week, and/or for writing work to take place at home, and so on). Discuss together how you might get that work done. Write the goal, and make the promise...then check in with your partner soon.

Teaching Tip Reflect on your own life and goals you've set out to accomplish. Now think about how successful you've been and whether or not you made your goals public ahead of time. I know that when I share my goals with my partner, my friends, my colleagues, my editor, I am more likely to get things done. The built-in accountability, the opportunity to celebrate together, the lifeline of support in case something does not go according to plan-these are invaluable.

# data[].attributes.attachment_link.title
Writing Strategies Book by Jennifer Serravallo.

# data[].attributes.attachment_link.description
Collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. Organized so the busy teacher can find just the right strategy at just the right moment.

# data[].attributes.body
Watch the first conference Carl Anderson has with Massimo around his book all about ice cream.

# data[].attributes.attachment_link.readable_text
From A Teacher's Guide to Writing Conferences of The Classroom Essentials Series
Invite students to have a real give-and-take with you.

Even though in conferences you're a teacher talking to students, you're also a (more experienced) writer talking to (less experienced) fellow writers about what writers do-come up with topics, make a plan for a piece of writing, write a lead, develop a section
with detail, use commas in a series, and so on. In this give and take, you learn about what students are trying to do as writers and how well they're doing it, and the students learn how they can do their work better.

Speak in a conversational tone.

Tone is the foundation of the good relationships you want to develop with students over the course of the school year. Speaking in a warm, friendly manner puts students at ease and makes it more likely they will talk with you about what they're trying to do as writers. What you learn from this talk helps you assess students and decide what you should teach to help them grow.

Sit alongside students, at their eye level.

How you sit with students helps you establish a positive tone in conferences. You might grab a nearby empty seat or sit on one that you carry with you around the classroom. As you sit, it's important to make frequent eye contact with students and make sure that your
facial expressions show an interest in what students are telling you.

Use "active listening" strategies.

For example, give some wait time after asking a question so that students have the time and space they need to come up with a response. Ask students to "say more" about what they tell you. And repeat what children say to check that you're hearing them correctly.
Using these strategies shows that you have a real interest in what students are saying and that you're really trying to understand them. Students will usually respond by talking to you more.

The goal of a writing conference is to teach students something about writing that they can use in the future. If you add to students' writing repertoires in every conference, they become better writers over time.

Learn more at Heinemann.com

Carl Anderson is one of the nation's leading experts on teaching writing to students in grades K-12. He dedicates his energies exclusively as an education consultant and writer.

Carl recently worked for Teachers College Reading and Writing Project at Columbia University as a Lead Staff Developer, providing staff development in the teaching of writing grades K-8. He spent school days in New York City elementary and middle schools demonstrating effective teaching in the writing workshop and coaching teachers. He gave day-long workshops for teachers at Teachers College on launching the writing workshop, conferring with student writers, mini-lessons, and developing curriculum for the writing workshop.

Carl is the author of numerous books including the bestselling How's It Going? A Practical Guide to Conferring with Student Writers, as well as Assessing Writers and the series Strategic Writing Conferences: Smart Conversations that Move Young Writers Forward Grades 3-6.

His latest book, A Teacher's Guide to Writing Conferences, is part of the Classroom Essentials series. Full of classroom video, the book helps teachers understand the underlying principles and reasons for conferring with students, and how to make writing conferences a part of teachers' daily routines.

Follow Carl on Twitter @ConferringCarl

# data[].attributes.attachment_link.description
The goal of a writing conference is to teach students something about writing that they can use in the future. If you add to students' writing repertoires in every conference, they become better writers over time.

# data[].attributes.body
Article summarizing feedback study. (Original Study embedded)

# data[].attributes.attachment_link.readable_text
Every teacher or coach worth their salt knows that there's no moment more important than the moment feedback is delivered. Do it correctly, and the learner takes a step forward. Do it poorly, and the reverse happens.

The deeper question is, what's the secret of great feedback? We instinctively think that effective feedback is about the quality of the information - telling the learner to do this and not that. But is this true, or is there something else going on?

A team of psychologists from Stanford, Yale, Columbia, and elsewhere recently set out to explore that question. They had middle-school teachers assign an essay-writing assignment to their students, after which students were given different types of teacher feedback.

To their surprise, researchers discovered that there was one particular type of teacher feedback that improved student effort and performance so much that they deemed it "magical." Students who received this feedback chose to revise their paper far more often that students who did not (a 40 percent increase among white students; 320 percent boost among black students) and improved their performance significantly. (See the study here.)

What was the magical feedback?

Just one phrase:
I'm giving you these comments because I have very high expectations and I know that you can reach them.
That's it. Just 19 words. But they're powerful because they are not really feedback. They're a signal that creates something more powerful: a sense of belonging and connection.

Looking closer, the phrase contains several distinct signals:

1) You are part of this group.

2) This group is special; we have higher standards here.

3) I believe you can reach those standards.

The key is to understand that this feedback isn't just feedback - it's a vital cue about the relationship. The reason this works so well has to do with the way our brains are built. Evolution has built us to be cagey with our efforts; after all, engagement is expensive from a biological standpoint. But when we receive an authentic, crystal-clear signal of social trust, belonging, and high expectations, the floodgates click open.

I think the lessons for teachers and coaches are pretty simple:

First, connect: like John Wooden said, they can't care how much you know until they know how much you care.

Highlight the group: seek ways (traditions, mantras, fun little rituals) to show what it means to belong in your crew.

Don't soft-pedal high standards. Don't pretend that it's easy - do the opposite. Emphasize the toughness of the task, and your belief that they have what it takes.

If you have any ideas, stories, or examples to share about how coaches and teachers achieve this kind of connection, I'd love to hear them.

# data[].attributes.attachment_link.title
The Simple Phrase that Increases Effort 40% - Daniel Coyle

# data[].attributes.attachment_link.description
Every teacher or coach worth their salt knows that there's no moment more important than the moment feedback is delivered. Do it correctly, and the learner takes a step forward. Do it poorly, and the reverse happens. The deeper question is, what's the secret of great feedback?

# data[].attributes.headline
Additional Chapter - Reading Strategies Book

# data[].attributes.subject
Additional Chapter - Reading Strategies Book

# data[].attributes.attachment_link.description
Your Research-based Guide to Developing Skilled Readers. 300+ strategies with learning progressions support 13 reading goals, with each strategy cross-linked to skills, teacher tips, prompts, research, and reading levels—everything from fluency to literary analysis.

# data[].attributes.body
Chartchums

# data[].attributes.attachment_link.readable_text
1. Getting Your Classroom Conferring-Ready
What Is Conferring? Why Confer?
But . . . What Is the Rest of the Class Doing?
Spotlight on Emergent Bilinguals: Tips for Book Selections
Preparing an Environment for Conferring
What Are the Types of Conferences I'll Read About in This Book?
Mentor Spotlight: Richard Allington

2. Understanding What Readers Know and Need
Aligning Goals, Skills, Assessments, and Questions
Spotlight on Emergent Bilinguals: Assessment
How Do I Confer with a Reader When I Don't Know the Book?
Assessment Conferences: Structure and Timing
Watch and Read: An Assessment Conference Example
Finding a Goal
Take It to Your Classroom
Mentor Spotlight: Marie Clay

3. Setting Goals
Deciding on a Goal Together
Spotlight on Emergent Bilinguals: Goal Setting
Preparing for a Goal-Setting Conference
Goal-Setting Conferences: Structure and Timing
Watch and Read: A Goal-Setting Conference Example
Making Goals Visible
A Close-Up Look at Guided Inquiry
Take It to Your Classroom
Mentor Spotlight: John Hattie

4. Noticing and Naming Strengths
The Anatomy of an Effective Compliment
Spotlight on Emergent Bilinguals: Supporting Growing Language Skills
Compliment Conferences: Structure and Timing
Watch and Read: A Compliment Conference Example
Take It to Your Classroom
Mentor Spotlight: Peter Johnston

5. Teaching Strategies to Individuals and Groups
Building on Strengths
Spotlight on Emergent Bilinguals: Building on Strengths
Providing Feedback and Coaching Readers
Research-Compliment-Teach Conferences: Structure and Timing
Watch and Read: A Research-Compliment-Teach Conference Example
Coaching Conferences: Structure and Timing
Watch and Read: A Coaching Conference Example
Strategy Lessons: Structure and Timing
Watch and Read: Strategy Lesson Examples
Take It to Your Classroom
Mentor Spotlight: Lucy Calkins

6. Supporting Conversation and Collaboration
Partnerships and Clubs in the Classroom
Spotlight on Emergent Bilinguals: Leveraging Talk Time
Partnership Conferences with Young Readers: Structure and Timing
Watch and Read: A Partnership Conference Example
Teaching Talk (Speaking and Listening)
Partnerships and Book Club Conferences for Conversation: Structure and Timing
Watch and Read: A Book Club Conference Example
Take It to Your Classroom
Mentor Spotlight: Ellin Keene

7. Planning and Managing Conferring Time
Planning Your Conferring Time
Which Conference Type Do I Choose?
Balancing Individual Goals and Class Goals
Note-Taking
Take It to Your Classroom

Online Resources: Videos
Grade 1: Ian (Assessment Conference)
Grade 5: Gavin (Goal-Setting Conference)
Grade 8: Justin (Compliment Conference)
Grade 2: Lucas (Research-Compliment-Teach Conference)
Grade K: Ana (Coaching Conference)
Grade K: Group of students (Strategy Lesson)
Grade 8: Group of students (Strategy Lesson)
Grade K: Gabbie and Ashley (Partnership/Book Club Conference)

In this book, you'll read about the different types of student conferences. The book is organized in the order you're most likely to use the conference types as you get started. Assessment conferences will help you get to know your readers, and then once you do, meeting with them in Goal-Setting Conferences helps you establish goals. As soon as everyone has goals, you can offer positive feedback (Compliment Conferences) and support those goals with strategies (Coaching and Research-Compliment- Teach Conferences). Once you start noticing patterns in what your students need, it makes sense to work efficiently and pull small-group Strategy Lessons (Teaching In a Group). Once that feels solid, you might shift your attention to conferring during the conversation and collaboration time (Partnership and Club Conferences). In the final chapter, Jen offers advice for how to use each type of conference with purpose and at a time that will be most helpful to you.

"I love that this book includes blank resources, like notetaking charts, that teachers can use. The combination of transcripts, charts, table tents, and annotated examples makes me feel like I have what I need to be successful in this work."-Lori Yoshizaki, 4th Grade Teacher
"The videos are SO valuable.Not only the video examples of conferences but the talking points in the book to highlight Jen's moves. It's so helpful to have her notes from each conference as well."-Jennifer Conley, Instructional Coach
"I believe that the reason why teachers don't confer during reading workshop is because they don't know how to manage all the pieces. Jen gives clear directions on how to set things up from start to finish, and information on how to manage everything."-Lisa Aker, Assistant Professor in Literacy

# data[].attributes.attachment_link.title
A Teacher's Guide to Reading Conferences

# data[].attributes.attachment_link.description
"If you are a reading teacher, a curriculum coach, or a school leader, order a copy of A Teacher's Guide to Reading Conferences right now. It is a must-have

# data[].attributes.attachment_link.title
Opinion Teacher Written Benchmark Progression

# data[].attributes.body
GOTS: Good to be reminded of the progressions, with the teacher written exemplars to model what we are looking for - in our students work.

WANTS: Want to try adding in tools to keep students working independently during conferencing times. Already have a few ideas from today's session :)

# data[].attributes.body
The record keeping sheet with suggestions on the top, to use while conferencing.

# data[].attributes.body
GOTS: Lots of practical tips on keeping our mini lessons micro and reminding us it's not the most important part of the lesson.

WANTS: What do other people's toolkits look like?

# data[].attributes.body
Gots: Writing Looks For template, samples for student writing (writing developed through the progression)
Wants: More for the toolkits, please

# data[].attributes.body
GOTS:
Structuring our min-lessonto meet the constraints of our school.
Having a useful conferring tool that we can use immediately with our students.

WANTS:
I want to know what I should be hitting with my students during conferences?
What is the goldilocks amount (not too much or too little) of content to share in conferences?

# data[].attributes.body
GOTS
- the conferencing planning sheet
- being prepared for conferencing/mini-lessons

WANTS
- conferring organization tools
- examples of conferencing tools

# data[].attributes.body
GOTs: A great reminder that the mini-lesson does not have to be followed by all students doing the same activity. And great reminder to save the start of the lesson time to preserve the time in the middle.

WANTs: Toolkit development

# data[].attributes.body
WANTS: Wondering what an interventionist toolkit for students would look like?

# data[].attributes.body
GOTS: "Look Fors" compliment sheet, reminders of the resources that are already available.

# data[].attributes.headline
Forever Language for Compliments and Teaching Points

# data[].attributes.subject
Forever Language for Compliments and Teaching Points

# data[].attributes.attachment_link.title
Forever Language in Compliments and Teaching Points

# data[].attributes.headline
Research- Decide- Compliment- Teach Conference

# data[].attributes.subject
Research- Decide- Compliment- Teach Conference

# data[].attributes.body
GOTS: What will you carry with you? What did you find helpful?

WANTS: What are you wondering? What would you like to dig into in upcoming sessions?

# data[].attributes.body
GOTS: Ideas to tackle time constraints + tools to track progress of students

WANTS: Examples of specific tools to improve on the 'how' without repeating the entire minilesson

# data[].attributes.attachment_link.title
Reading Assessment Conference- Note Taking Form

# data[].attributes.headline
Sample Strategy Group Sequence Plan- Writing

# data[].attributes.subject
Sample Strategy Group Sequence Plan- Writing