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Moving into “Big Fat Chapter Books”: Conferring with Elyse

In this conference with seven-year-old Elyse, Joan Moser helps her set a reading goal that will help her move into “big fat chapter books.”

Listing Strategy: Minilesson

Aimee Buckner presents a listing strategy minilesson in writing workshop.

Understanding the “Silent Period” with English Language Learners

Ruth Shagoury and Andie Cunningham explain how to support an English Language Learner who is not speaking with verbal and nonverbal communication strategies.

The Art of Listening in Writing Conferences with English Language Learners

Ruth Shagoury and Andie Cunningham share tips for mastering the art of listening in conferences with English language learners.

Mix It Up: Helping Young Writers Learn to Confer with Peers and Teachers

Ruth Shagoury models her own writing as a way to introduce the concept of conferring to young learners.

The Lines are to Write My Words: Phonics in Context

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.

Conferring in the Zone: Vygotsky’s Zone of Proximal Development and Writing Conferences

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.

Noticing Words to Expand Vocabulary: Conferring with Mariah

In this conference with six-year-old Mariah, Joan Moser of “The Sisters” has chosen to focus on expanding vocabulary.

Concepts of Print: Conferring with a Kindergartner

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.

In the Zone: Conferring with a Young English Language Learner

Andie Cunningham confers with kindergartner Cristian within his "ZPD" – Zone of Proximal Development.

Moving Beyond the Basics: Teaching Inferring to a Fluent Young Reader

In this conference, Gail Boushey (of “The Sisters”) confers with Brandon and helps him understand the concept of inferring.

Learning to Cross-Check: Conferring with Hailey

Joan Moser confers with five-year-old Hailey and helps her set a reading goal.

Writing Conference Principles

Brenda Power and Ruth Shagoury describe the principles they live by when conferring with students.

Listen In: Jeffry’s Ocean Story

Moving a child from simple to complex sentences is the goal in this second-grade writing conference.

Conferring with a Child in the “Silent Period”

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.

Conferring with Anna

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.

The Difference Between Conferring and “Touching Base”

Debbie Miller goes against the grain, advocating for “the luscious feeling of endless time” as we slow down to confer with children.

Writing Partner Feedback in Fifth Grade

Fifth-grade writers in Franki Sibberson’s classroom encourage each other and suggest revisions to their opinion-writing drafts in partner teams.

Collecting Ideas in the Writer’s Notebook

Ruth Ayres confers with third grader Jade about the importance of the “collecting” phase for writers.

Conferring with Spencer: Writing Notebook Topics

Katherine Sokolowski helps fifth grader Spencer brainstorm topics for his writing notebook.

First-Grade Writing Conference: Celebrations to Suggestions

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.

Student-Led Conferences from Many Perspectives

Jennifer Schwanke and Franki Sibberson share four perspectives on student-led conferences — teacher, principal, student, and parent.

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