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= = = MRA Presentation: Scaffolding Readers through Thoughtful Conferring =
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Tonia Ertzinger and Erin Brown
Program Description:
 * __ Scaffolding Readers with Thoughtful Conferring __**

//When conferring with readers we process multiple pieces of information to choose the teaching that will make the greatest impact. This session will articulate how, through thoughtful conferring, teachers are able to weave together whole class unit concepts with individual, assessment-driven student goals in order to most effectively scaffold readers' growth. Resources and examples will be provided. //


 * POSSIBLE AGENDA:**

Begin with brief conversation to describe the context of the conferring work from which we come: Reading Workshop within a balanced literacy framework ( cogs) Interactive Read Aloud bridges R.W. and W.W. (Sally) (1-2 minutes - very brief overview - no depth)**
 * PRESENTER A

Then go into the basics of conferring & the architecture of a conference **PRESENTER B - maybe**

(2-3)

Then dive deeper into the lenses/balancing acts - ...

3 Lenses (called Lenses in CwR):
(or maybe, to chage it up and make it original, 3 ways we balance our conferences for our readers)

Direction of our research is shaped by: (ATR)

1. Whole class emphasis (p. 65 of CwR) PRESENTER A
(this is the tightrope we travel on with our readers throughout the year, with the end goal of proficient __ graders by June). > (10 with the video too)
 * Units (such a: Lower el list, upper el list) / Minilessons
 * Student Response to taught skills and strategies
 * Teachers's role: to differentiate so all readers can progress toward these goals @ their own level and pace

2. Our Knowledge of how reading skills tend to build on one another (within areas of accuracy, fluency and comprehension) (p. 90 of Cwr) PRESENTER B (7-9)

 * continuum of skills that proficient readers use in each of these areas (details: cuing systems, complexity of complete fluency, comprehension skills and strategies across genres, talking thoughtfully about a readerly life)
 * reading skills and strategies at spefic independent level along a gradient of text difficulty

3. Our knowledge of this specific reader (p. 115 of CwR) PRESENTER B (7-9)

 * assessment-based goals and plan for growth
 * Previous conference notes

p. 107 = the ways we research helps scaffold our conferences: Fluency research --> read chapter or reading log p. 93 talk skills (research around how 5 min. a day = rise in comprehension scores)

F & P - why to build literary language

HOw to scaffold conferring through these balancing acts? PRESENTER B - this might be a meaty piece - with video clips
Architechture ** include a video of a conference with a clear architecture - talk about research/decide, show research talk about compliment, show compliment talk about teach, show teach talk about a.e., show a.e. each

** At end, **PRESENTERS A & B** Share quotes from teachers conferring 1-2 Share student reflections of what it is like to have a teacher who knows them as readers 1-2 Questions- 1-2 === Tonia, these are our rough notes from our meeting. What did I leave out? What areas can we grow? What can we do to make this original, interactive, accessible, and significant for our audience? I have video clips that can be interspersed throughout. I'd like more so we can use what Amy has gotten with you and Sally too! I can have my husband help with interspersing them throughout the powerpoint. === //Feel free to edit away! Let's also set up a time to practice the week before.//