Reading Conferences with Your Students

If you're looking for one of the most effective formative assessments for reading, the reading conference is it.  You will gain insight into your students' reading interests, habits, and strategies.  The reading conference is an essential part of the Independent Reading time. My last post about reading featured tips to get started with Independent Reading.  You may view it here.

Creating a reading conference binder is a way to quickly flip through anecdotal notes and checklists I have created.  These include question prompts for reading strategies.  I have a focus on  Retelling, Relating & Reflecting for Fiction and Non Fiction texts, Activating Prior Knowledge Prompts, Monitoring Comprehension Prompts, Sensory Images Prompts, Questioning Prompts, Determining Importance Prompts, Inferring Prompts and Synthesizing Prompts.  A binder cover sheet, an Independent Reading Observation as well as a Summary of Reading Observations Form is included.     

I use a binder and dividers (one divider per student).  Prompt sheets are placed in each student's slot.  I also provide a running record using the PM Benchmark running records toolkit.  I start the school year with a reading interest inventory.  It's a snapshot of my students' reading interests.  It also helps me choose materials students are interested in reading for my classroom library and future literature circles.

For a free printable reading interest inventory, click on the link below:

Reading Interest Inventory

Planning for Independent Reading

Are you thinking about some ways to differentiate teaching that supports students in developing reading proficiency?  This is something that I have struggled with over the years.  A highly active classroom often gets the better of me and my independent reading practice goes by the wayside.  The suggestions I provide are not foolproof but they are practical enough for anyone to implement.  Once independent reading is established, the goal is to use this time to work on small group guided reading with your students.  Begin by setting a time for uninterrupted reading.  I usually do this for 20 minutes each day.  Your students will thank you for it!  The "I don't know what to read" will diminish if you give students some choice.  During the first week, we gather with a few read alouds.  As I read aloud, I talk about ways I'm reading the book.  This includes how I hold it, how I read the book jacket, looking for the copyright date, the author, the illustrator and even where it was published.  Students love when we can find out "how old the book is."

I then ask students to select books they may be interested in reading from the classroom library.  The library is filled with bins and labelled genres.

Students are asked to choose 5 books to read at the beginning of the week.  They are then placed in labelled magazine box holders with students' names on them.  Choosing 5 books allows them to not travel back and forth to the classroom library.  They have chosen 5 books just incase one is not appropriate.  Books range from graphic novels, reading series, sports, hobbies, science, math etc. I often keep double copies of my read aloud so that one goes back in the classroom library.  Sticky fingers off my own read aloud selection!

We create an anchor chart for what Independent Reading looks like, sounds like and feel like.  I model Independent Reading time.  I often invite another teacher in to demonstrate or a student I taught from the previous year.  Once students "see" the process, they are able to co-construct an anchor chart.  

Over the next few days, during independent reading time, I interview each student.  I can usually get through 5 a day. This involves taking a reading interest inventory.  

This practice allows me to know what the students might be interested in reading.  Often they have repeatedly said "I don't know what to read" or "I don't like reading."  They slowly realize that they do have an interest in some genre.  When I know what that is, I make an effort to stock my classroom library with things they will like.

Once independent reading time routines are in place, I can begin working on exploring reading levels through running records. This usually happens during the second or third week of school.  Within the first month, reading interests are discovered as well as reading levels.  I am then able to focus on my guided reading groups during independent reading time.