Houck Educational Services

Literacy Unleashed

Vicki Palmquist

#11 Why Confer?

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Conferring
Conferring

The "What" and the "Why" of Conferring

We all know and value the importance of all children reading self-selected books for up to 30 minutes every day in a balanced literacy classroom. Independent reading provides the time for students to internalize, through practice and reflection, the learning from whole group and small group classroom experiences. Independent reading also empowers readers. Readers choose what they read and set their purposes for reading. They develop their interests and their reading repertoire. However, independent reading is incomplete if the teacher is not conferring with each child about their reading every week.

The "what" of conferring

Conferring is a regularly scheduled time devoted to meeting one-on-one with each reader to discuss the texts they have chosen and are reading from their book bins. Every text that they have selected tells part of their story. We learn about their interests, their understanding of their own reading abilities, their ability to take risks as readers if interest is high: conferring tells us about who they are as readers and as people.

Effective conferring sessions are:

  • Regular: at least once a week
  • Short: about 5-7 minutes
  • Focused: teachers have identified and clearly communicated the purpose for the session
  • Student Led: teachers use prompts and guiding questions to learn about the student as a reader, learner, and thinker
  • Data Rich: teachers make notes about what they learn about each reader to use for reflection and planning

Conferring requires consistency and dedication. Teachers constantly work to use their instructional time wisely. Strong literacy teachers know the importance of devoting at least 90 minutes every week to conferring because of the richness of the experience for both teacher and reader and the valuable data it provides.

“Conferring is critical to student learning because it provides feedback in an authentic context. It is in the moment. Students want to know that we care about them, not only as learners, but as readers.” (Patrick Allen, 2012)

The "why" of conferring

Conferring is the culmination of the reading process. By engaging with students in rich conversations about their reading, we can shepherd developing readers and writers and provide an authentic context for ongoing assessment and response. Daily reading motivates students and develops their love of reading. Conferring with readers about their choices adds an important layer. When we take time to sit one-on-one with children and ask them about what they are reading, we are placing great value on the process. We show them that this work is important enough for the teacher to learn about what they are doing and why. We engage in a conversation as a fellow reader, a learning partner, who is truly interested in their choices and thinking, asking questions to learn more than what books they are reading. We want to know how that book changed their thinking and their understanding. We want to know them! Reading isn’t just something we do in school, it is part of who we are as learners.

RESOURCES

Allen, P. (2012). Conferring: The Keystone of Reader’s Workshop. New York, NY: Stenhouse.

Boushey, G., & Moser, J. The cafe book: Engaging all students in daily literacy assessment and instruction. New York, NY: Stenhouse.

Fountas, I., & Pinnell, G. (2001). Guiding readers and writers (3-6): Teaching, comprehension, genre and content literacy. Portsmouth, NH: Heinemann.

This article is #11 in the twelve-part series, “Getting My Classroom Ready for Balanced Literacy Instruction: Classroom Culture and Environment.”

#1 Classroom Readiness for Balanced Literacy Instruction

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classroom readines

Setting up a classroom to foster literacy development and engagement is a critical part of literacy instruction. A teacher′s belief system and philosophy can be translated into both the physical structure of her classroom and the content communicated on the walls. These attributes come together to create a teacher’s vision of their classroom. As you prepare for this year’s teaching, consider some of the important components of your classroom environment and structure that support your literacy instruction.

Classroom Readiness

Using the attached document entitled, Checklist to Set Up My Literacy Classroom, visualize your classroom and consider how you will incorporate the five component areas into your classroom design. Consider how each component is a powerful tool to support your goals for your students. Remember, research supports that the design, physical arrangement and organization of an effective literacy classroom can be a powerful tool in support of, or an unintended impediment to, effective literacy instruction (Morrow, Reutzel, & Casey, 2006; Reutzel, Jones, & Newman, 2010; Reutzel & Morrow, 2007; Wolfersberger, Reutzel, Sudweeks, & Fawson, 2004).

Each of these five component areas are briefly described below. Blogs for each area will follow through the month of August. Reflective questions will support the development of an internal conversation about the strengths and possible needs of your classroom environment and use of physical space.

  1. Classroom Culture and Environment
    Movement to support the Gradual Release of Responsibility supports the overall goal of transferring the ownership for literacy learning to your students. This can be a challenge for many teachers, as we have to work within the room we are given and use the furnishing provided. In some situations, a great deal of planning, as well as trial and error, is necessary in order to foster the movement and flow you are seeking.
  2. The Classroom Library Structure and Organization
    The classroom library is the heart of the Balanced Literacy Classroom, because it is where students choose texts on their own to read for pleasure, practice, and growth. Developing a strong library takes years, but there are ways to arrange your library that can motivate and engage students to read a wide variety of texts.
  3. Rituals, Routines and Responsibilities
    Rituals, Routines and Responsibilities are the agreed upon expectations of the Balanced Literacy Classroom. Teachers meet with students early in the year to establish both teacher and student expectations for each aspect of the Gradual Release of literacy instruction. These are posted and referred to often, becoming the framework for behavior in the classroom.
  4. Independent Reading
    Students need daily reading of self-selected books at the student’s independent through instructional level that meet their interest, purpose for reading, and provide opportunities to stretch and hone their reading skills and strategies. This daily practice develops wise readers who are self-motivated, self-directed, and engaged readers. It also cultivates critical thinkers, problem solvers, and meaning makers who LOVE to read and choose to read! How do students become wise readers? They READ. They read a lot, every day, books they choose and want to read, as well as texts provided by teachers and parents.
  5. Conferring
    How can we know our students as readers? The BEST way to know a reader is to LISTEN to them read and TALK to them about what they read, while observing and making anecdotal notes or collecting specific DATA about who they are and where they are as a reader. We have to spend time listening to them read to know if they are choosing books that are accessible and understandable, as well as challenging enough to provide opportunities to practice skills and strategies while developing their vocabulary and background knowledge.

Use the attached Checklist to Set Up My Literacy Classroom resource as you prepare your classroom for your students this fall. Have a great start to a fabulous year!

RESOURCE

Checklist to Set Up My Literacy Classroom

This article is #1 in the twelve-part series, “Getting My Classroom Ready for Balanced Literacy Instruction: Classroom Culture and Environment.”