Re: [MOSAIC] conferring with students
the guided reading table while I am with a group. I do check their book boxes to make sure there are books at their independent and instructional level so they can be reading. The students change books in their book boxes about once a week (or every other week if they have 2-3 chapter books). After guided reading, those books go into their book boxes too. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer - Original Message - From: elisa kifermailto:[EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Groupmailto:mosaic@literacyworkshop.org Sent: Sunday, September 21, 2008 7:12 AM Subject: Re: [MOSAIC] conferring with students I know that in several workshops, I have heard that you drop-in on the student, but I too was having the same problem you are having. My reading table is behind the students' desks, so I can see whatever is happening. I just sit back there and quietly call the student's name I need to to confer with. He/she comes to me at the reading table. I have found that this is less distracting, b/c students are use to hearing a mumble at the reading table, since that is where i do my greading groups. On Sat, Sep 20, 2008 at 10:03 PM, [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] wrote: I'd like to hear from middle school teachers. When you confer with students, either individually or in small groups, how do you get the rest of the class to continue working? It seems to me that as soon as I start to talk with another student, everyone else thinks, She's not paying attention to me. I can talk to my friend now. Or they think, She's not paying attention to me, and I WANT her to! Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.orgmailto:Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchivehttp://snipurl.com/MosaicArchive. -- Elisa M. Kifer Third Grade Literacy Teacher Fox Meadow Elementary Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated. -Russell Stauffer, 1980 ___ Mosaic mailing list Mosaic@literacyworkshop.orgmailto:Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org http:/ /literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchivehttp://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. **Looking for simple solutions to your real-life financial challenges? Check out WalletPop for the latest news and information, tips and calculators. (http://www.walletpop.com/?NCID=emlcntuswall0001) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -- Elisa M. Kifer Third Grade Literacy Teacher Fox Meadow Elementary Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated. -Russell Stauffer, 1980 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives
Re: [MOSAIC] conferring with students
I know that in several workshops, I have heard that you drop-in on the student, but I too was having the same problem you are having. My reading table is behind the students' desks, so I can see whatever is happening. I just sit back there and quietly call the student's name I need to to confer with. He/she comes to me at the reading table. I have found that this is less distracting, b/c students are use to hearing a mumble at the reading table, since that is where i do my greading groups. On Sat, Sep 20, 2008 at 10:03 PM, [EMAIL PROTECTED] wrote: I'd like to hear from middle school teachers. When you confer with students, either individually or in small groups, how do you get the rest of the class to continue working? It seems to me that as soon as I start to talk with another student, everyone else thinks, She's not paying attention to me. I can talk to my friend now. Or they think, She's not paying attention to me, and I WANT her to! Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -- Elisa M. Kifer Third Grade Literacy Teacher Fox Meadow Elementary Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated. -Russell Stauffer, 1980 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] conferring with students
I do not pull kids right away. I give them a good 10 minutes to settle in. During this time, I walk the room with my clipboard, taking anecdotal notes, making sure everyone has a book and is into their reading. Once they are settled in with a book, they are less likely to begin wandering / chatting. If the class as a whole begins to get restless, I pull everyone for share time or put them with a partner and give them a specific focus for their conversation. But I have found the settle-in observation period to work very well. Andrea [EMAIL PROTECTED] wrote: I'd like to hear from middle school teachers. When you confer with students, either individually or in small groups, how do you get the rest of the class to continue working? It seems to me that as soon as I start to talk with another student, everyone else thinks, She's not paying attention to me. I can talk to my friend now. Or they think, She's not paying attention to me, and I WANT her to! Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] conferring with students
I do drop in on students because then my body is in different places in the classroom not just in one. Often, if a table group is not as focused as it should be I conference with someone at that table. Also, I like the idea that others may eavesdrop on the teaching point. This year I have 5 students out of 20 who have a hard time reading the whole 40 minutes of independent reading time. I teach 3rd grade. I let them move to the floor and read stretched out if they want to. I also, visit them in between guided reading groups or conferences and remind them that they can write their thoughts and ideas in their reader's notebook, then continue reading. I have also had one sit near the guided reading table while I am with a group. I do check their book boxes to make sure there are books at their independent and instructional level so they can be reading. The students change books in their book boxes about once a week (or every other week if they have 2-3 chapter books). After guided reading, those books go into their book boxes too. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer - Original Message - From: elisa kifermailto:[EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Groupmailto:mosaic@literacyworkshop.org Sent: Sunday, September 21, 2008 7:12 AM Subject: Re: [MOSAIC] conferring with students I know that in several workshops, I have heard that you drop-in on the student, but I too was having the same problem you are having. My reading table is behind the students' desks, so I can see whatever is happening. I just sit back there and quietly call the student's name I need to to confer with. He/she comes to me at the reading table. I have found that this is less distracting, b/c students are use to hearing a mumble at the reading table, since that is where i do my greading groups. On Sat, Sep 20, 2008 at 10:03 PM, [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] wrote: I'd like to hear from middle school teachers. When you confer with students, either individually or in small groups, how do you get the rest of the class to continue working? It seems to me that as soon as I start to talk with another student, everyone else thinks, She's not paying attention to me. I can talk to my friend now. Or they think, She's not paying attention to me, and I WANT her to! Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.orgmailto:Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.orghttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchivehttp://snipurl.com/MosaicArchive. -- Elisa M. Kifer Third Grade Literacy Teacher Fox Meadow Elementary Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated. -Russell Stauffer, 1980 ___ Mosaic mailing list Mosaic@literacyworkshop.orgmailto:Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.orghttp://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchivehttp://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] conferring with students
Jan, I am now working in a district that has not had students work independently - in a writersworkshop mode or a reading workshop. I am trying to put it in place. The parameters need to be clear on the onset, as to your expectations as they conduct peer conferences while you conference. I use a peer conference form and remind them that both individuals need the form completed thoughtfully prior to the end of their meeting. I often show a sample of the completed form on a smart board so that it is a constant visual reminder. There also is a lot to be said for giving praise for appropriate behavior. I remember hearing Lucy Calkins make a big deal saying very loudly - Wow! I really love what you are doing! Does everyone see how __ is (task). As another form of support, I post a I am an Expert at Board - using post-its. If a student shows good abilitiy to grab the concept of using post-its during reading - I will make them a Post-It expert - so other students go to him / her with questions of this concept. I have found that conferencing should be done within earshot of other students. Many like to listen in and pick up ideas that they otherwise would have missed. They also get to closely see the dynamics of the interactions so that they may apply it to their own meeting. Although the background noise can be distracting, with some direct focus on the person you are speaking to, it works. Although I may be within earshot, the majority of the students are in front of me so that I can quickly look over the classroom to insure that they are on task. There have been times, to get the message across, that I have asked a student who is eves dropping my conversation to walk over to a group that is off task and remind them to refocus. This solidifies the importance that I place on my conference. Lastly, make sure they have options. It is possible that they could get everything done that you had expected during that time frame. Post a list of Options on the board - independent reading, going online to a specific website, etc. to eliminate excuses. Good luck! Kristine I do drop in on students because then my body is in different places in the classroom not just in one. Often, if a table group is not as focused as it should be I conference with someone at that table. Also, I like the idea that others may eavesdrop on the teaching point. This year I have 5 students out of 20 who have a hard time reading the whole 40 minutes of independent reading time. I teach 3rd grade. I let them move to the floor and read stretched out if they want to. I also, visit them in between guided reading groups or conferences and remind them that they can write their thoughts and ideas in their reader's notebook, then continue reading. I have also had one sit near the guided reading table while I am with a group. I do check their book boxes to make sure there are books at their independent and instructional level so they can be reading. The students change books in their book boxes about once a week (or every other week if they have 2-3 chapter books). After guided reading, those books go into their book boxes too. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer - Original Message - From: elisa kifermailto:[EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Groupmailto:mosaic@literacyworkshop.org Sent: Sunday, September 21, 2008 7:12 AM Subject: Re: [MOSAIC] conferring with students I know that in several workshops, I have heard that you drop-in on the student, but I too was having the same problem you are having. My reading table is behind the students' desks, so I can see whatever is happening. I just sit back there and quietly call the student's name I need to to confer with. He/she comes to me at the reading table. I have found that this is less distracting, b/c students are use to hearing a mumble at the reading table, since that is where i do my greading groups. On Sat, Sep 20, 2008 at 10:03 PM, [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] wrote: I'd like to hear from middle school teachers. When you confer with students, either individually or in small groups, how do you get the rest of the class to continue working? It seems to me that as soon as I start to talk with another student, everyone else thinks, She's not paying attention to me. I can talk to my friend now. Or they think, She's not paying attention to me, and I WANT her to! Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.orgmailto:Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.orghttp://literacyworkshop.org/mailman/options
Re: [MOSAIC] conferring with students
When we are establishing rituals and routines at the beginning of the year, we have the workshop represented by a pie graph: 10 minutes mini lesson, 40 minutes independent work/groups, 10 minutes share. We go over what the teacher should be doing during this time and what the students should be doing. We leave it as an anchor chart for the students to refer to. If someone is off task, we ask what should you be doing now or are living up to your responsibilities during workshop. We do the same for writing workshop. Sue In a message dated 9/21/2008 10:13:50 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: I know that in several workshops, I have heard that you drop-in on the student, but I too was having the same problem you are having. My reading table is behind the students' desks, so I can see whatever is happening. I just sit back there and quietly call the student's name I need to to confer with. He/she comes to me at the reading table. I have found that this is less distracting, b/c students are use to hearing a mumble at the reading table, since that is where i do my greading groups. On Sat, Sep 20, 2008 at 10:03 PM, [EMAIL PROTECTED] wrote: I'd like to hear from middle school teachers. When you confer with students, either individually or in small groups, how do you get the rest of the class to continue working? It seems to me that as soon as I start to talk with another student, everyone else thinks, She's not paying attention to me. I can talk to my friend now. Or they think, She's not paying attention to me, and I WANT her to! Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. -- Elisa M. Kifer Third Grade Literacy Teacher Fox Meadow Elementary Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated. -Russell Stauffer, 1980 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. **Looking for simple solutions to your real-life financial challenges? Check out WalletPop for the latest news and information, tips and calculators. (http://www.walletpop.com/?NCID=emlcntuswall0001) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] conferring with students
When I taught 6th grade I did the same thing I do in lower grades...take 4-6 weeks to build workshop. Monday will be my first guided reading day...and that's the start of week 5. My students now know what the expectations are and that I will hold them accountable. I have a basked to note paper on my GR table, if they feel the MUST ask a question RIGHT NOW then they write me a note. Talking is not tolerated and the student is asked to come read at the table (or on the floor near the table if there isn't room). Sometimes I'll even ask that student to read aloud so I know they are reading.g In my two years in 6th grade I rarely had big issues with kids being off task during reading...it was our fav. time of day! Kristin Mitchell/4th/CO Be the change you want to see in the world -Ghandi - Original Message From: [EMAIL PROTECTED] [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Saturday, September 20, 2008 9:03:16 PM Subject: [MOSAIC] conferring with students I'd like to hear from middle school teachers. When you confer with students, either individually or in small groups, how do you get the rest of the class to continue working? It seems to me that as soon as I start to talk with another student, everyone else thinks, She's not paying attention to me. I can talk to my friend now. Or they think, She's not paying attention to me, and I WANT her to! Thanks! Jan ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] conferring with students
Kristine- Can you tell me more about your Peer Conf Form and I'm An Expert board? Love those ideas. If anyone else has suggestions for reading response ideas, I'd love to hear them. Elisa On Sun, Sep 21, 2008 at 11:07 AM, [EMAIL PROTECTED] wrote: Jan, I am now working in a district that has not had students work independently - in a writersworkshop mode or a reading workshop. I am trying to put it in place. The parameters need to be clear on the onset, as to your expectations as they conduct peer conferences while you conference. I use a peer conference form and remind them that both individuals need the form completed thoughtfully prior to the end of their meeting. I often show a sample of the completed form on a smart board so that it is a constant visual reminder. There also is a lot to be said for giving praise for appropriate behavior. I remember hearing Lucy Calkins make a big deal saying very loudly - Wow! I really love what you are doing! Does everyone see how __ is (task). As another form of support, I post a I am an Expert at Board - using post-its. If a student shows good abilitiy to grab the concept of using post-its during reading - I will make them a Post-It expert - so other students go to him / her with questions of this concept. I have found that conferencing should be done within earshot of other students. Many like to listen in and pick up ideas that they otherwise would have missed. They also get to closely see the dynamics of the interactions so that they may apply it to their own meeting. Although the background noise can be distracting, with some direct focus on the person you are speaking to, it works. Although I may be within earshot, the majority of the students are in front of me so that I can quickly look over the classroom to insure that they are on task. There have been times, to get the message across, that I have asked a student who is eves dropping my conversation to walk over to a group that is off task and remind them to refocus. This solidifies the importance that I place on my conference. Lastly, make sure they have options. It is possible that they could get everything done that you had expected during that time frame. Post a list of Options on the board - independent reading, going online to a specific website, etc. to eliminate excuses. Good luck! Kristine I do drop in on students because then my body is in different places in the classroom not just in one. Often, if a table group is not as focused as it should be I conference with someone at that table. Also, I like the idea that others may eavesdrop on the teaching point. This year I have 5 students out of 20 who have a hard time reading the whole 40 minutes of independent reading time. I teach 3rd grade. I let them move to the floor and read stretched out if they want to. I also, visit them in between guided reading groups or conferences and remind them that they can write their thoughts and ideas in their reader's notebook, then continue reading. I have also had one sit near the guided reading table while I am with a group. I do check their book boxes to make sure there are books at their independent and instructional level so they can be reading. The students change books in their book boxes about once a week (or every other week if they have 2-3 chapter books). After guided reading, those books go into their book boxes too. Jan We must view young people not as empty bottles to be filled, but as candles to be lit. -Robert Shaffer - Original Message - From: elisa kifermailto:[EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Groupmailto:mosaic@literacyworkshop.org Sent: Sunday, September 21, 2008 7:12 AM Subject: Re: [MOSAIC] conferring with students I know that in several workshops, I have heard that you drop-in on the student, but I too was having the same problem you are having. My reading table is behind the students' desks, so I can see whatever is happening. I just sit back there and quietly call the student's name I need to to confer with. He/she comes to me at the reading table. I have found that this is less distracting, b/c students are use to hearing a mumble at the reading table, since that is where i do my greading groups. On Sat, Sep 20, 2008 at 10:03 PM, [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] wrote: I'd like to hear from middle school teachers. When you confer with students, either individually or in small groups, how do you get the rest of the class to continue working? It seems to me that as soon as I start to talk with another student, everyone else thinks, She's not paying attention to me. I can talk to my friend now. Or they think, She's not paying attention to me, and I WANT her to! Thanks! Jan
