Conferences:

Helping Students Advance Their Understandings

Amanda Branscombe 

Taylor, J.A., Branscombe, N.A., Burcham J., & Land, L. (2011). Beyond Early Literacy: A Balanced Approach to Developing the Whole Child. Routledge.

Conferencing in Shared Journal

Types of conferences – Various types of conferences that can be used with Shared Journal

Tips for conferences – How to make the conferences as successful as possible

Types of Conferences

On-the-Spot Conferences – Visit briefly with students at their desks (one

minute)– Monitor student’s work or check progress

Prereading or Prewriting Conference– Teacher and student plan for the reading/writing

• DRTA/SQR Strategies

Revising Conference– Individual student or small group of students and

teacher– Offer students an audience for their writing/reading

Discussion Conference– Teacher and students meet to share and discuss

what they have read/revised Mini-lesson Conferences

– Individual or small group– Teacher teaches a procedure, strategy, or skill

Editing Conference– Teacher and/or students meet to proof read a

writing– Focus on spelling, punctuation, grammar,

mechanics Assessment Conference

– Teacher meets with student to talk about growth, set goals, and reflect

Tips for Conferences When you begin to use conferences, explain

their purpose and procedures Keep conferences short and focused (5 to 10

minutes) Maintain a positive, interactive environment From time to time, have group conferences Keep a simple record sheet for each student

documenting the conferences Schedule conferences so all know the

schedule

Preparing for a Conference

Role play and model conferences before beginning to hold them

Have options for other students while you conference

Make sure students prepare for the conference

Prepare yourself for the conference

Record Sheet for Keeping Track of Students’ WorkDate Writing Suggestions Minilesson

NeedsGoals/

Comments

Conference Sign-up Chart

Date Student

Requested

Teacher

Requested

Things for students to do during conferences Read their stories Write in their journals Work on handwriting Meet with a group Other – You decide

something worthwhile to do

Prepare for their conference

Think of their questions

Gather materials for conference

Conference Page from Notebook

Date Comments Goals for

next conference

Peer Conference Guidelines

Don’t try to rewrite Let the writer read

the piece aloud Talk about the

things you liked Ask questions about

the things you didn’t understand

Give three comments about what you liked

Make one or two suggestions for improving

If you are proofreading, read it silently

Actual Teacher/Student Conference Opening – Bond with the student Discussion – Listen as well as talk Ask how the conference is working Closing – Focus on one thing! End with

a positive statement

Conducting the conference

“What would you like to talk about today?”

“Tell me about your writing.” “What would you like to share?” “Read aloud.” “Let’s talk about your goals/questions

for this piece.”

Areas of Personal Involvement

“Why did you choose this story?”

“Do you know anyone else in this class who might like it?”

“Why do you think you are interested in this kind of story?”

Others

Questions for critical reading or general comprehension

“What kind of story/writing is this? Did it really happen?”

“Tell the story with expression.”

“At the time of this writing/reading what was going on that was really important?”

Questions about the language of passage “Which part is most important?” “Where could this idea go?” “Which parts talk about the same

thing?” “How might you put the parts together?” “Which of the three or four titles did the

group like best? Why?” “Can you turn this sentence into a more

interesting one?”

More questions

“Do you end with the most important point?”

“How many of your sentences begin the same way?”

“Could you break this into a shorter sentence? Make into a longer one?”

“Which sentences do the best job of showing not telling?”

Questions for mechanical skills

“Let me point to several words in your story/writing. Tell me what you know about them.”

“Let me read this aloud. See if you would like to change something as I read.”