Samantha Nash is one of the teachers that I've had the pleasure to work with recently. I have learned so much about the art of teaching kindergarteners from her. Her hard work, dedication to her students and desire to learn shine through in everything she does. When we aren't sharing a laugh, we are busy brainstorming ways to better meet each kindergarten reader where they are and help to propel them forward. Sam has graciously agreed to guest blog this month by sharing her experience.
I will admit, when I first started conferring with my kindergarten readers, I’m not quite sure it was technically conferring. I was an expert at “checking-in.” “What are you doing as a reader?” I would ask my five and six year old students. They would either look at me like I had two heads, or simply read their books to me. I would nod, smile, correct an error, give strategy reminders, and move on.
My work with Christy has given me a new perspective on best conferring practices. Together, we brainstormed ways to use conferring as a time to make reading strategies really stick for these brand new readers. To start, we created a document with the main reading strategies that we were looking for. These strategies matched my reading unit, and therefore matched what was expected of my students when they went off to read independently. From there, we conducted “research conferences” during which we observed each student read a level A text. Using our new document we were able to quickly jot which strategies had become automatic, and which needed some more work. The hardest part during our research was to refrain from prompting, especially when I knew that some of my readers were simply being forgetful. Without our guidance, however, we got a very true picture of the work that my young readers do when reading independently without my support.
My work with Christy has given me a new perspective on best conferring practices. Together, we brainstormed ways to use conferring as a time to make reading strategies really stick for these brand new readers. To start, we created a document with the main reading strategies that we were looking for. These strategies matched my reading unit, and therefore matched what was expected of my students when they went off to read independently. From there, we conducted “research conferences” during which we observed each student read a level A text. Using our new document we were able to quickly jot which strategies had become automatic, and which needed some more work. The hardest part during our research was to refrain from prompting, especially when I knew that some of my readers were simply being forgetful. Without our guidance, however, we got a very true picture of the work that my young readers do when reading independently without my support.
With our wonderful new data, Christy and I felt excited and ready to create goals to support each individual student. We realized that some of the students could be grouped together to reach the same goal, while others had to be individualized. It got messy before it came together, but the end result was worth it- a plan to meet with students individually and in small groups to truly confer!
When I met with my students, I was prepared with more than a check in. I applauded their hard work and the reading strategies that they were already using so naturally. I then introduced them to their new reading goal by giving them a small reminder on a post-it. The post-it had a picture of a strategy that I knew they needed to work on, based on our research conference. The students were thrilled to have a goal to work towards. They were excited to apply it to their reading, and I was excited to see how my conferring and goal setting helped improve their independence.
While Christy and I agreed it was best to start by giving my kindergarteners their goals, I do hope to work towards more student-oriented goal setting. I believe that towards the end of kindergarten the students will be able to do this with less guidance.
Independent reading time has taken on a whole new meaning in our kindergarten day. Rather than sending students off and hoping for the best, I know that most of them are using their reading goal to focus and read. I use my data to schedule conferences with my students to continue working on their reading goals in order to make it more natural each day. I now feel more confident truly conferring with readers. Time well spent for everyone!
Independent reading time has taken on a whole new meaning in our kindergarten day. Rather than sending students off and hoping for the best, I know that most of them are using their reading goal to focus and read. I use my data to schedule conferences with my students to continue working on their reading goals in order to make it more natural each day. I now feel more confident truly conferring with readers. Time well spent for everyone!