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.
Joan Moser confers with five-year-old Hailey and helps her set a reading goal.
Brenda Power and Ruth Shagoury describe the principles they live by when conferring with students.
Ruth Shagoury and Andie Cunningham explain how to support an English Language Learner who is not speaking with verbal and nonverbal communication strategies.
Ruth Shagoury and Andie Cunningham share tips for mastering the art of listening in conferences with English language learners.
Ruth Shagoury models her own writing as a way to introduce the concept of conferring to young learners.
Ruth Shagoury considers the role of phonics in context as she observes a classroom built on a foundation of children's expert knowledge as writers.
The zone of proximal development continues to be an important frame for noting where writers are at and what's next. Ruth Shagoury lists questions at different phases of writing to help nudge writers forward.
In this conference with six-year-old Mariah, Joan Moser of “The Sisters” has chosen to focus on expanding vocabulary.
In this conference with five-year-old Mariano, Joan Moser (of “The Sisters”) assesses his understanding of reading, print, and books at the start of the school year.
Andie Cunningham confers with kindergartner Cristian within his "ZPD" – Zone of Proximal Development.
In this conference, Gail Boushey (of “The Sisters”) confers with Brandon and helps him understand the concept of inferring.
Moving a child from simple to complex sentences is the goal in this second-grade writing conference.
Larisa is a six-year-old who speaks Russian at home, and is in the “silent period” in school. In this conference, Ruth Shagoury demonstrates different strategies for eliciting responses from Larisa.
Anna is a five-year-old student in an Oregon kindergarten classroom who speaks Vietnamese at home. In this conference with Ruth Shagoury, she shares writing about her classmates and a snake, testing out her growing knowledge of the alphabet, sounds, and the purposes of writing.
Debbie Miller goes against the grain, advocating for “the luscious feeling of endless time” as we slow down to confer with children.
Stella Villalba confers with Esmeralda about her information writing on blue jays.
Fifth-grade writers in Franki Sibberson’s classroom encourage each other and suggest revisions to their opinion-writing drafts in partner teams.
Ruth Ayres confers with third grader Jade about the importance of the “collecting” phase for writers.
Katherine Sokolowski helps fifth grader Spencer brainstorm topics for his writing notebook.
Katrina Edwards begins her conference with first grader Allen by celebrating all he is doing well in his writing. She highlights his language and details in writing, before moving on to new strategies to try.
Jennifer Schwanke and Franki Sibberson share four perspectives on student-led conferences — teacher, principal, student, and parent.
Christy Rush-Levine confers with Griffin over his reading responses. They consider the differences between Dystopian literature, realistic fiction, and what motivates characters.
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