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I'm back for more on reading conferences.  In my first post of this series, I share some ways to plan and organize for reading conferences by collecting data.  Last week in part two, I wrote about different types of conferences you might have with your students, with the plan of meeting with all students at least once a week.  This week, I'd like to share more about goal setting and tracking.

This post shares ways to set and track reading goals during independent reading conferences.

After you and the students have decided on a goal, it is important to have some accountability, both for the student in practicing the goal and the teacher for monitoring the goal.

Teacher Accountability
I keep my notes on the iPad.  I know this will not work for everyone.  However, I thought it might be helpful to share a screenshot of the types of notes I take so you can see the categories.  I do think it's important to incorporate compliments in every conference and make the teaching point a skill that will build off of the compliment.

I usually take a photo and include it to show the notes I left for the student.  You could just as easily jot that on your form.  Here is a sample of a reminder I might leave for the hypothetical student above.

Write reminders of reading goals on Post-it notes to help students stay accountable.

I searched for some other quality record keeping ideas.  There is a great free form here.  You can also try keeping notes on labels and sticking them in student folders/sections in your binder.  The Colorful Apple has a post that does a great job explaining this method.  You can read that post here.

Student Accountability
One of my biggest takeaways from Jennifer Seravallo's book, A Teacher's Guide to Reading Conferences is the importance of keeping goals visible.  She shares some great ideas to do this, and I am now inspired to rethink the way I organize my reading folders.  On the left students will keep a half sheet of tag board with the students' current goal and strategies.  On the right side, students will keep their reading log.  If students keep their reading folders with them during independent reading, it will be much easier for me to have a conversation with them about their current goals, and check in with them on their reading logs.  (I used to keep reading logs in data notebooks, and the process for completing them was a bit to cumbersome to consistently maintain.)  My plan is for the folders to look like this.

Use the reading folder to help with student accountability for tracking their reading goals.  If they have their folders with them during reading workshop, it will help make conferences run smoother and more intentionally.
(Strategy ideas are from The Reading Strategies Book.  Goal tracking idea is from A Teacher's Guide to Reading Conferences.)

The goals will be determined at goal-setting conferences (described here.)  I will certainly do some coaching to make sure students have a goal that is relevant and attainable.  In addition to assessing and conferring, I will use this chart to help decide appropriate goals. 

This chart is a great place to start when thinking about reading goals for independent reading conferences.

I plan to start at the top of the hierarchy as much as possible.  Within each goal, I will build on a strength.  For example if a students is reading in longer phrases and stopping appropriately at punctuation, but not reading with expression, the goal would be fluency, and the strategy could be to pay attention to the dialogue in the story.

This is the final post of the mini-series on reading conferences.  However, I will be sure to check back in at some point during the school year to let you know how the changes I have made are working.  I also have a post planned for August that will share my reorganized conferring binder.  Next week, I will share June Favorites.  This month, I will include resources, tip, and tricks that I have discovered this month and am excited to use next year.

If you missed the previous posts on reading conferences, you can check them out below.

Thank you, and have a great week!

Last week, I shared some of the ways I prepare for reading conferences.  You can check that post out by clicking here.  This week, I'd like to continue talking about reading conferences.  This time, I am focusing on resources I use to track conferences as well as different purposes for conducting reading conferences.

This post shares forms and strategies to help teachers prepare for independent reading conferences.

Many of the ideas I am sharing today are adapted from Jennifer Serravallo's book, A Teacher's Guide to Reading Conferences.  You will find me referencing this book often and sharing my twist on her ideas.  I can not recommend this book enough, especially if conferring with readers is one of your professional goals.

A Teacher's Guide to Reading Conferences is an excellent mentor text to guide teachers through the process of independent reading conferences.  It includes steps and strategies for planning, preparing, conducting and tracking conferences.

It is important to make sure you reach all students in your conferences.  In order to track the dates I see students, I use an app called Confer.  Unfortunately, this app is no longer available.  However there is an app called Reading Conferences, which looks like it may be even better.  (Although I can't say for sure because I am sticking with what I have for now.)  You can check out that app here.

If apps aren't your preferred way to track your conferences, you can use a planning sheet.  You simply add your students' names in the first column, and then write the date every time you meet with them.  I tracked conferences this way for years.  I created a fully editable tracking sheet that you can download by clicking here or on the picture below.

This free form will help you keep track of whose turn it is for an independent reading conference.  Just type (or write) in your students names and list the dates of the reading conferences.

Once you've decided who you need to meet with and what you need to meet about (last post), it's time to decide the type of conference that would work best.  Serravallo goes into great detail about different types of conferences, and she provides great printable resources for each.  Below, you will find a basic definition and how I integrate the different types of conferences into reading workshop.

Assessment Conference
"An Assessment Conference offers you a little time to study a reader along a number of different dimensions, considering a variety of possible goals." - Jennifer Seravallo, p. 15
There are many ways you can assess young readers.  Our district uses the Fountas and Pinnell Benchmark assessment.  In addition, I always ask students some general questions to find out what types of books they like and whether or not they enjoy reading/listening to reading.  If you want a more formal inventory, I found a couple of good free ones.  Click here for one geared toward younger students, here for one that's more suitable for intermediate grades, and here for one that is suitable across ages.  If your district does not use a formal assessment program, running records are a great option.  The idea is to make a decision on what goal will move the students forward as readers. 

I conduct an assessment conference with all students at the beginning of the year.  At mid-year, I conduct another one for any student who I need to progress-monitor in one or more areas.  Otherwise, they are conducted on an "as needed" basis - mainly if a student is progressing faster or slower than expected, or if they are showing some inconsistencies.  I want to make sure students always have "just right" books on hand for independent reading.

Goal-Setting Conference
The purpose of a Goal-Setting Conference is to work with students to create an appropriate goal to move them forward with their reading.  I do believe that the more the student is involved in choosing the goal, the more meaningful it will be, and the more likely they will be to achieve the goal.  Having a goal setting conference will help make the students more invested and accountable to reach their goals.  Having said that, one of my goals is to resist the urge to tell students what I've noticed and what I think their goal should be.  Next year, I will be more intentional about scheduling this type of conference.  I will still make sure the goal is what is most appropriate, but my role in this type of conference will be more of a guide.

Compliment Conference
The point of a Compliment Conference is to name a strategy that the student is already doing to move forward with their reading.  The idea is to state the strategy, explain why it is helpful, and tell the student when you noticed them applying the strategy to their reading.  This is my favorite type of conference.  I love seeing the students' faces light up when they hear a genuine compliment.  Because these conferences are usually quick, I like to do one with everyone within the first couple of days of reading workshop.  I use the data as a means to move the students forward by building on what they can already do as a reader.  Plus, it is a great way to build rapport with your students.

Yes!  Building off of students' strengths is so important!

Research-Compliment-Teacher Conference
When conducting this type of conference, Serravallo recommends keeping two questions in mind as you meet with each student.  "What is the student doing, and what is the next step?"  Use what you already know to be a strength for the students as well as what you discussed the the Goal-Setting Conference and decide how to proceed.  Start off by listening to the student read, asking them for a summary, or some other prompt related to their current goal.  Next, offer a compliment (what they are doing and why it is helpful).  After the compliment, give the student a strategy that will help them move forward.  If you need a resource for strategies, Jennifer Serravallo has anther great book called The Reading Strategies Book.  I constantly refer back to this book for both conference strategies and small group strategies.  As you can tell from the Table of Contents, there are a wide variety of strategies for each reading goal.  She included 13 goals in all.

The Reading Strategies Book includes strategies for 13 different reading goals!  The strategies work great for individual conferences as well as strategy groups.

The Reading Conferences book also goes into detail about conferring with partnerships and small groups.  I am saving those topics for future posts, as they deserve a post (or series of posts) of their own.

I was originally planning to make this a two part series.  However, I would still like to share some organizational changes I'm planning to implement next year.  In an effort not to make this post too long, I am going to add a part three to this series next week.  In part three, I will share ideas for students and teachers to keep track of progress on individual goals.  In the meantime, enjoy your week!

For more about reading conferences, click on the links below.
Part 1 - Getting organized for reading conferences
Part 3 - Setting and tracking independent reading goals

Thank you!

Conferring with students about their reading is one of my favorite parts of the day.  Over the years, my reading conferences have definitely evolved, but I'm always looking for ways to improve them.  Just before school got out, I finished reading Jen Serravallo's book, A Teacher's Guide to Reading Conferences.  I am looking forward to applying her strategies to help me take my conferences to the next level.

This post includes free reading conference form to help you organize for reading conferences with students.

Getting Organized
When it comes to effectiveness and efficiency for reading conferences in my classroom, preparedness is key.  The more prepared I am, the smoother the conferences run.  I am certainly not perfect when it comes to planning, but this sheet I made several years ago (and adapted many times since) has been a huge help.  The schedule is not written in stone, but I like to make sure I have a plan to see everyone at least once a week in a small group or individual conference.  Twice would be ideal, but many times, that's just not possible.  The small group section might be a guided reading group or a strategy group.

If you are interested in using this planning sheet, you can download a completely editable version here.  You can fill it in digitally or print it out to use.

This post includes free reading conference form to help you organize for reading conferences with students.

Collecting Data to Make Decisions on Conference Topics
Jennifer Serravallo suggests looking at formal assessments, engagement inventories and reading logs to make decisions on topics for conferences.

Formal Assessments - Our district uses the Fountas and Pinnel Benchmark System.  This assessment provides detailed information on students' strengths and weaknesses related to decoding, fluency, and comprehension.  I have found this to be a great place to get started!  If your district does not provide an assessment, you could use running records, and/or a reading inventory to complete what Serravallo refers to as an Assessment Conference.

Engagement Inventory - I first heard about Engagement Inventories when I read one of Jennifer Seravallo's other books, The Literacy Teacher's Playbook.  Engagement Inventories are a great way to see who is really on task during reading workshop.  I went into detail about engagement inventories on a previous post.  You can read more about them here.  For the past two years, our awesome instructional coach has come into my classroom and completed this for me while I was working with individuals on Benchmarks.  I prioritize students that we flag as being disengaged during reading workshop time.  It is important to make sure these students have just right books that they love.  It is equally important that they have strategies to help them stay on task (written reminders, reading buddy, timer, stretch break, stop and jot/sketch).  These strategies are the focus of our conferences.  Staying on task during workshop time is absolutely essential, so I check in with these students frequently, especially in the beginning of the year.

Reading Logs - Reading logs are a tool that I would like to utilize more before and during conferences.  This year, I revised my reading log, and I like it a lot better.  The key is for students to get into the habit of setting goals and recording their reading every day.  Consistency with this is one of my goals for next year.  I plan to use reading logs to help monitor and design conferences around choosing just right books, engagement, reading speed, finishing books, and trying to prevent "book hopping".

You can click here if you would like a copy of my reading log (shown below).

How to use reading logs to help plan for reading conferences (link to free log included).

Students have two options for filling out the log.  If they choose to read a chapter book, they write the title (abbreviations are fine), and their goal will be how many pages they think they can read in a given amount of time.  At the end of reading workshop, they record the actual pages read.  If students are reading shorter books, they record the level of the books they are reading, a goal of how many books to complete, and they place a tally mark as they finish each book.  Finally, all students complete the check in for whether or not they met their goal.  In the beginning, I do need to monitor this closely, but students get the hang of it pretty quickly.

Formative Assessments - In addition to all the information listed above, I also use a variety of formative assessments to guide my conference schedule.  I view graphic organizers, lesson participation, and listening in to "turn and talks" as valuable tools to help with goal setting.  I create many goals for conferences related to comprehension using these tools.

My goal for next year is to continue improving on incorporating all of these tools to get a clear picture of each student's strengths and appropriate goals.  Next week, I am looking forward to sharing some different types of conferences and how I incorporate them in my classroom.

For more on reading conferences, click on the links below
Part 2 - Setting a purpose for reading conferences
Part 3 - Setting and tracking independent reading goals

Have a great week!

I just finished my 26th year of teaching, and I can hardly believe it's over already!  One of the best things about the ending of the school year is that I have time to reflect and to set goals.  One of my goals is to blog consistently (once a week on Sunday).  I plan on sharing strategies I've learned, mistakes I've made, and successes I have experienced.  One regular occurring post will be my monthly favorites.  At the end of every month I will share teaching resources, tips, and tricks that worked well for my classroom.  I'm starting off with this post with my favorites from May, 2019.

Teaching Resources: Ant Farm, Reading Conferences, Read Aloud

Ant Farm
Yes, I allowed these little, creepy critters into my classroom.  I am very grateful that there were no escapes!  The Ohio science standards require that second grade completes a unit on ecosystems.  Specifically, I was addressing the standard, "Living things cause changes on Earth."  This standard focuses on changes that are easily noticed.   As you can see from the pictures below, these little guys can make some pretty quick changes!  (The second picture did make me a little nervous.  It really looked like they were plotting an escape!)

Having an ant farm is a great way for students to see how animals change the environment.
(Click on photo for product link.)

The students loved seeing the ants work together to create their tunnels.  In order for students to track the changes, I had them record their observations by drawing a picture and writing what they noticed as the biggest change.  We used the form below.  If you'd like to use them for your own ant farm observations, you can download the form here.

Having an ant farm is a great way for students to see how animals change the environment.

How to Steal a Dog
Let me first say that I do not promote dog stealing in my classroom!  However, I do promote read alouds that provide ample opportunities for quality discussions.  This book is a proven favorite for me and my students.

(Click on the picture below to see more details about this book on Amazon.)
A great read aloud for empathy and compassion!

The story starts off with Georgina, her mother, and her brother Toby losing their home and being forced to live in their car.  Understandably, this causes quite a bit of tension in the family.  Georgina eventually hatches a plot to save the family.  All she has to do is steal a dog, wait for the reward sign to appear, return the dog, claim the reward money, and her family is saved.  Of course, this plan did not even come close to going as expected.  It was heartwarming to watch students show empathy to Georgina and her family (as well as the poor woman whose dog got stolen!)  There are lots of great places to "turn and talk" and/or have group discussions in this book.  I highly recommend it!

*If you teach older kids, this book works great for book clubs.  That's how I used it when I taught fourth grade.

Reading Conferences
If you follow me on Instagram, then you've likely seen a few pictures of professional books by Jennifer Serravallo.  She is one of my all time favorite mentors for teaching reading.  Last month, I read her new book on reading conferences.  It was full of great ideas for planning, organizing, conducting and recording reading conferences.

(Click on the picture below to see more details about this book on Amazon.)
A very thorough resource for planning, organizing, conducting and recording reading conferences!

My next two blog posts will be a mini-series on reading conferences.  I will include strategies I have used and modified over time as well as how I plan to integrate the wonderful tips I have learned through reading this book.  For now, let me say the book is definitely worth reading, and the online resources are fabulous!

Have a great week!

Sometimes, it's easy to get in a bit of a rut with student responses to reading.  I do see lots of value in Post-it notes and reading response journals.  I also see lots of value in trying different response modes.  I have blogged about how I use Padlet as an alternative way for students to respond to reading, and that works great in my classroom!  I recently tried using Flipgrid for partner responses to reading.  If you are looking for a motivator to up your engagement for reading responses, this is a great option.  Flipgrid is a FREE video service that Microsoft offers to educators.  There are a few kinks to work out for future use in my classroom, but overall it was a huge success!

Flipgrid is an excellent way for students to record video responses to reading.

The goal for this activity was to get students to talk more in depth about their topic, using a graphic organizer as a guide.  As with all new activities, I knew I would have to provide a model, so I filled out this graphic organizer ahead of time based on the book Tigers by Laura Marsh.

Tigers is a great nonfiction mentor text for thinking about reading.

Next, I recorded my response.  I added a few extras in addition to what I had written on my paper.  You can watch my video by clicking here.

After students saw my video, we worked together to create a list of rules and procedures for this type of response.  We discussed possible problems and how to avoid them.  Here is what we came up with.  

Expectations for recording video responses to reading.

When students finished completing their organizers, they had to checked by a teacher.  (I am very fortunate to have a fantastic Intervention Specialist teach with me during this block.)  Once the organizer was approved, students rehearsed and recorded their videos.  Despite a few minor technical difficulties (which are always to be expected when trying something new), students were able to record their video responses.  At the end of the recording, students were prompted to take a selfie.

After I listened to the videos, we had some follow up discussion on voice level, background noise, and elaboration, I allowed students to rerecord their responses if needed, keeping the rules we had established in mind.  They did a fantastic job!

Next, students took turns listening to responses recorded by their reading partner.  I love how this program allows students to record a video response.  Before recording feedback, we reviewed the list of sentence starters below.  I also printed this slide out (four to a page) so students would have a mini chart to keep with them when we do this activity in the future.

Providing specific feedback to a classmate's video response to reading.

I found this activity to be highly motivating.  Students knew that they needed quality written responses prior to making their video.  I was very pleased with the thought that went into their responses.  They loved being able to take a selfie holding their books at the end!  (There are options to decorate the selfie.  I disabled them for this first round, but I am going to let them play around with those next time.)

If you are interested in using the graphic organizer I made for this activity, you can download it here or by clicking on the picture below.

This graphic organizer is a great way for students to share what they learned as well as what they think about their reading.  Bonus: It's free!

Have you tried Flipgrid in your classroom?  I'd love to hear how you are using this awesome resource!

Thank you, and have a great week!

I always love it when I can find a way to add a little more fun into my classroom.  I like it even better if the way is free!  I found an awesome set of randomizers here.  Today I'd like to share some ways I use this great site in my classroom.

This post shares some great ways to use a (FREE) set of random generators.

There are currently 22 different randomizers on the site.  Here is a sample of how I am using them.

There are a variety of different name pickers you can use.  I selected the one below and filled in values that were +/- multiples of 10/100.  I can assign students a number to write on their dry erase boards.  Next, I tap the SMART Board, and the second part of their equation appears.

Use this free randomizer to generate problems using multiples of 10/100.

I love the random dice option.  You can choose between one and ten dice to roll at once.  This works great for differentiating when you are doing activities like number strings.  After sharing the site with students, they can choose (or you assign) the number of dice to roll and add.

Choose up to 10 dice to role for a variety of fun classroom activities.

I used the random spinner when we were working on action verbs.  I added a variety of different animals on the spinner.  (You can add as many as you want.)  Students spin the wheel, and then they have one minute to brainstorm as many action verbs as they can to go with the animal.

I like putting animals names on this random spinner.  After students spin, they need to list as many related action verbs as they can in one minute.

The claw machine is one of my students' favorites.  I used this one when we were practicing possessive nouns.  The claw grabs a noun, and the students write a sentence using the noun in a possessive form.

Randomly select nouns with this claw machine.  The students will need to use the possessive form of the noun in a sentence.

These pickers could easily replace or enhance the "picking sticks" system.  I like that there is an option to remove words/numbers as you go.  You can also save the link the for each set.  This helps to keep different turn taking systems organized.

I also thought about using these in some whole class games.  I might make it so the amount of points earned is random.  You could also use these for rewards or the type of party the class earns.  There are so many possibilities!  

***There is a paid version to this site which I will likely purchase if I continue to use the site as frequently as I do now.  My understanding is that the upgrade gets rid of all the ads and allows you to organize your randomizers on the site for easy access.  It is only $12 a year, so I'm seriously considering it.  In the meantime, I'm going to continue to enjoy the free version.

I'd love to hear your ideas on how to use this great site.  Please feel free to share below.

This post shares some great ways to use a (FREE) set of random generators.

Thank you, and have a great week!

We recently finished our writing unit on personal narratives.  As with all of my units, I like to take a little time to reflect on what went well, as well as what I would like to do differently.  Today I'd like to share my thoughts and strategies on narrative leads.  We spent quite a bit of time discussing how to compose narrative leads that hook readers.  Overall, I was very pleased with the leads my students used for their narratives.

Great resources to help your students compose strong narrative leads!

First, I went back and talked about the leads in several of our past read alouds.  I have used a variety of narratives mentor texts over the years.  The image below shows three of my all time favorites.

Mentor texts with strong narrative leads

After going over these leads, we discussed the different strategies authors used to hook their readers.  I gave my students the list below to glue in their notebooks and to use as a reference.   You can download these charts here.

These great charts for writing strong leads are perfect for interactive notebooks!  They are a free download on this post.

I also gave them this list to play "Name that Lead".  

Students practice identifying strong narrative leads.  This activity is a free download.

I showed students a variety of leads on our SMART Board, and they had to identify the strategy that was used by placing the number on the lines provided.  I was very flexible with their responses.  I was not looking for a precise answer, but rather I wanted students to be inspired to craft their own leads.  Here are the leads we used.

This editable Slides presentation provides great models for writing strong narrative leads.

(Download a free editable version here.  The fonts will be different because the original was created on Power Point.)

Next year I may try a twist to this activity.  In order to get more students actively involved in the discussion, I was thinking about printing out the leads and setting them out around the room.  Students could read the leads in small groups and discuss what type of lead was used.

We will continue to address composing strong leads as we write different genres throughout the year.  One of the things I like best about teaching second grade is the huge growth that I see in my students as writers.  I am looking forward to seeing how they take what we have learned and apply it to future writings. 

I would love to know if you have a favorite mentor text for teaching narrative leads.  I am always on the lookout for great books!

Great resources to help your students compose strong narrative leads!

Thank you, and have a great week!

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