The teachable moment is what we live for - is there anything more magic than reaching a reader or writer with exactly the right words at exactly the right time? We've bottled some of that magic in the resources that follow, with print guidelines and scores of video examples from master teachers.
In this conference with second grader TJ from Sean Moore’s classroom, the strategies of backing up and rereading as well as attending to the “bossy e” are discussed.
Amanda Adrian concludes her series on peer conferring, analyzing the value of students working on their own after instruction and practice.
Midyear is a wonderful time for taking conferences to the next level, now that you know your students well and they trust you. Beth Lawson gently challenges a young writer in her fourth-grade classroom to reach his full potential.
Karen Terlecky coaxes Richard to cut extraneous material from his writing by highlighting the strengths of his writing first in this video from her fifth grade classroom.
Karen Terlecky meets with Tommy, a boy who has flown under the radar for a few weeks in her fifth-grade reading workshop.
In this final video from a four-part series, Sean Moore asks students to share their writing with peers and the whole class.
In this third video from a four-part series, Sean Moore has a student share his writing as a mentor text for the class.
In this second video from a four-part series, Sean Moore confers with a student about adding details to his writing.
Gretchen Taylor looks closely at the superficial reading responses of one student, and then uses a mid-year assessment to challenge all of her middle school readers to think, talk, and write more deeply about their reading.
Melissa Styger confers with a fourth-grade student using a template to help students track thinking and comprehension.
In this conference from a second-grade classroom, Sean Moore helps Mia flesh out her writing on friendship with examples.
Amanda Adrian provides a framework, sample model lesson, and peer conferring guide for students to use as they learn how to respond to their classmates.
Aimee Buckner confers with Brendan, who is rereading Hoot and needs some strategies for holding his thinking.
Aimee Buckner makes some surprising discoveries about what types of texts support writers working in nonfiction genres.
In this second video in a two-part series, Sean Moore invites second grader Isaiah to present his learning to the class.
Aimee Buckner learns some important lessons about how images and words work together for student writers when she moves between second- and fifth-grade classrooms.
In this first video in a two-part series, Sean Moore confers with second grader Isaiah. Sean prepares Isaiah to share what he is learning later in the writing workshop.
Mandy Robek shares how she has revised the records she keeps during writing conferences.
Mandy Robek finds she needs fewer reading groups and more conferring with the emergent readers in her kindergarten class. She shares how she structures her brief time with students and a conferring form.
Kelly Petrin guides Drew from playing to drawing and finally writing during this conference in her preschool classroom.
Knock knock. Who’s there? A boy who loves sports and has no motivation for reading. Barclay Marcell discovers an unlikely source of engaging text for a child who just doesn’t enjoy books.
Aimee Buckner confers with a fourth grader who is learning how to choose books for independent reading. In this video, she gives advice in the first conference and then returns 10 minutes later for a follow-up meeting.
In this video from a 4th grade classroom, Aimee Buckner confers with a student who is reading The Other Side by Jacqueline Woodson.
When to let a child guess, and when to give the correct answer in a reading conference? That's the struggle for 2nd grade teacher Sean Moore as he confers with Conner.
Sean Moore confers with 2nd grader Emily about the strategy of rereading for comprehending reading and writing.
In this video from Katie Doherty’s sixth-grade classroom, Katie confers with a student who has returned to a series book she had previously rejected. Katie weaves in talk about strategies, particularly inferring (a focus of whole-class minilessons).
In this video from Sean Moore’s second-grade classroom, Sean confers with a student who comprehends text well but has some issues with accuracy.
Andie Cunningham confers with Vita, an English language learner whose first language is Russian. Vita is in the silent period. Notice how Andie coaxes communication from Vita, and manages to convey a sense of delight at her work, an acknowledgment of Vita’s importance in the classroom community, and some guidance for future writing.
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