CONFERRING:
Learning how to record goals and strategies in the Pensieve http://www.thedailycafe.com/members/1208.cfm
Conferring with a Beginning Reader I http://www.thedailycafe.com/public/172.cfm
Conferring with a Beginning Reader II http://www.thedailycafe.com/members/171.cfm
Coaching towards a target http://www.thedailycafe.com/Coaching%20Toward%20a%20Target.pdf
Cheat sheet for conferring- http://www.thedailycafe.com/Conferring%20Cheat%20Sheet.pdf
EXCELLENT -- Watching a goal setting conferrence http://www.thedailycafe.com/members/1489.cfm
Goal setting with more advanced readers http://www.thedailycafe.com/members/991.cfm
Learning how to record goals and strategies in the Pensieve http://www.thedailycafe.com/members/1208.cfm
Conferring with a Beginning Reader I http://www.thedailycafe.com/public/172.cfm
Conferring with a Beginning Reader II http://www.thedailycafe.com/members/171.cfm
Coaching towards a target http://www.thedailycafe.com/Coaching%20Toward%20a%20Target.pdf
Cheat sheet for conferring- http://www.thedailycafe.com/Conferring%20Cheat%20Sheet.pdf
EXCELLENT -- Watching a goal setting conferrence http://www.thedailycafe.com/members/1489.cfm
Goal setting with more advanced readers http://www.thedailycafe.com/members/991.cfm
https://www.readworks.org
An excellent site which gives units for reading novels/passages.
An excellent site which gives units for reading novels/passages.
CAFE
links
An intermediate Cafe Board http://www.thedailycafe.com/members/1529.cfm
http://www.thedailycafe.com/members/1428.cfm
http://www.thedailycafe.com/public/546.cfm
Ordering off the menu http://www.thedailycafe.com/members/1457.cfm
Assessing knowledge of the CAFE menu http://www.thedailycafe.com/members/1506.cfm
Reviewing CAFE strategies http://www.thedailycafe.com/members/1414.cfm
Awareness of CAFE strategies http://www.thedailycafe.com/members/1198.cfm
EXCELLENT -The CAFE menu http://www.thedailycafe.com/public/1330.cfm
links
An intermediate Cafe Board http://www.thedailycafe.com/members/1529.cfm
http://www.thedailycafe.com/members/1428.cfm
http://www.thedailycafe.com/public/546.cfm
Ordering off the menu http://www.thedailycafe.com/members/1457.cfm
Assessing knowledge of the CAFE menu http://www.thedailycafe.com/members/1506.cfm
Reviewing CAFE strategies http://www.thedailycafe.com/members/1414.cfm
Awareness of CAFE strategies http://www.thedailycafe.com/members/1198.cfm
EXCELLENT -The CAFE menu http://www.thedailycafe.com/public/1330.cfm
CONFERRING:
To determine a focus, we decide on a goal and strategy based on the needs that emerge as we administer assessments. We transfer them to the children's conferring pages and they declare their goals by putting their names under the CAFE headers that apply. Each conference begins with this initial lens and is adjusted as the student progresses.
Because our conferences are focused and intentional, they are also brief. This lets us meet with more students in a day and meet with each student more frequently.
One other important aspect of conferring with children is to develop a shared language around reading development. The language we use with students shapes their thinking about what reading is. Instead of saying their goal is to read chapter books or to get to the next level in a reading incentive program, we help them become comfortable with words such as comprehension, accuracy, fluency, and vocabulary, and practice strategies that will help them become proficient readers.
To determine a focus, we decide on a goal and strategy based on the needs that emerge as we administer assessments. We transfer them to the children's conferring pages and they declare their goals by putting their names under the CAFE headers that apply. Each conference begins with this initial lens and is adjusted as the student progresses.
Because our conferences are focused and intentional, they are also brief. This lets us meet with more students in a day and meet with each student more frequently.
One other important aspect of conferring with children is to develop a shared language around reading development. The language we use with students shapes their thinking about what reading is. Instead of saying their goal is to read chapter books or to get to the next level in a reading incentive program, we help them become comfortable with words such as comprehension, accuracy, fluency, and vocabulary, and practice strategies that will help them become proficient readers.