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Discussing what students are working on as a reader and modeling skills/organization with books and my work. Location is where the student is located.

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Conferring in my room looks like students working independently, while I dig in with 1 student or a small group, to attack’s the day’s mission, a student goal from a previous conference or working to research and develop a new goal

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I look to see who is on my list to confer with for the day. I bring my computer over to video the conference. I ask the student what they are working on for the day and that guides my teaching for that student.

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The students read around the room, while I sit and confer with the students where they are at. I teach not tell and use my conferring kit to show examples from mentor texts, student texts and teacher created texts.

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About 5 minutes or so after the focus lesson I go over to students and ask them what they are thinking about. Why they are thinking that. Show them something they may need help with. Record in OneNote. Go on to the next.

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Listen, observe journal entry, identify goal and strength

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Students working independently while I am sitting next to one talking about what they are doing in their work that day. Sometimes I am sharing with them hopefully something that will change their life as a reader/writer/mathematician, sometimes we are setting goals.

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Mentor text, notes (one note one day lol), writing utensils, post it, high lighters

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I have started using one note to work my conferring notes. I try to have students show me what they are doing as a reader that day. Then, using that text or a different text, I work on a teaching point. Then on to another student

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Ask the student what they are working on today and that will guide my teaching. I always have a teaching point in mind but if the conference goes another route that’s ok.

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Conferring may be one on one or small group conferring. 

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Conferring may be one on one or small group conferring. 

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One note, mentor texts and leveled texts that are on their level that I can use and then leave with them to use and share with that day.

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I ask the student to tell me what they are doing. Then I give a compliment and teach not tell. I teach one thing, set a goal and help them practice what they are going to share at share time.

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Listen, Compliment, discuss area for improvement,  set goal.

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Conferences are not always the same- the flow is usually compliment, teach, goal or research, teach, goal... or abandon because I have no idea what to do next 😬

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Start with those off task or delayed start. Then move on to lower readers if they are in the room, then to others, taking turns on who I meet with

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Lots of moving around on my part, listening to kids, bad at record keeping.

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Listen, model, give student feedback, set goals on what they need to work on.

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Research, model skill help them try it out writing down my look first for what I can check back with them on.

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ask research questions, decide on a teach, teach, prompt, reinforce skills

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ask research questions, decide on a teach, teach, prompt, reinforce skills

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Computer; pencil, book (books); post its.

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Look, listen, teach move on.

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Mentor text, my readers notebook, post it notes, my conferring binder with sheets for each student.

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Sample text, example, tablet,

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Ask what they are doing, listen, share, model.

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conferring notebook, demonstration pages, 

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conferring notebook, demonstration pages, 

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Conferring kit, mentor texts, student created and teacher created texts, lately I’ve been trying to use my iPad to record : one note, seesaw, etc

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Listen in, try to check on understanding of I Can or skill deficit I notice from GR

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Conferring kit, notes, mentor text

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Mentors, notebooks, sticky notes, writing tools, leveled books

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Mentor text, kid's book box