I work with 6th grade language arts students and literature students. The format varies depending on the reason for the conference. The students comment in a notebook that I have created re: what they are writing or reading...I use it as a silent status of the class. In this way, what they say they are doing is in their own hand. When I meet with them, if it is for reading, a research paper, a writing assignment, the format will vary but the routine is the same. I usually have about three conferences a day. I use the workshop time to pull kids to the back of the room where I confer with them... three at a time, and I rotate the kids through from strongest to weakest. At times I may have a student needing more time with others ... and I let him or her sit for four or kive conferences with other kids until I get to his or her issue. These are brief... 3 minutes at the most... takes about 15 minutes to take care to the kids that I am dealing with on that day, but wow... what one on one does ... albeit a group of three... is incredible for keeping a thumb on the needs and progress of each student. Hope this foggy explanation helps. ----- Original Message ----- From: "Lucinda Marcello" <[EMAIL PROTECTED]> To: "A list for improving literacy with focus on middle grades." <[email protected]> Sent: Sunday, March 11, 2007 9:52 AM Subject: Re: [LIT] Management Details...mini conferences
> Deborah, > What a great idea! > > What type of format do you set with the conference and how long do you > plan > per group? What age group do you teach? > > I think this would work well for our classes of 6th & 7th graders. > Lucinda > > ----- Original Message ----- > From: "Deborah Bova" <[EMAIL PROTECTED]> > To: <[EMAIL PROTECTED]>; "A list for improving literacy with focus on > middle grades." <[email protected]> > Sent: Sunday, March 11, 2007 4:46 AM > Subject: Re: [LIT] Management Details...mini conferences > > >> This is not the journal issue... but Ia conference management issue that >> I >> have wrestled with for ages; I now hold a mini group (3 students) >> conference and do it on the "days of the week" rotation. I sit in the >> back >> of the room with three kids. I elect one strong, one average, and one >> needing lots of help. I have found over the years, when I did single >> conferences, the student with the closest proximity to me in each >> conference >> other than the student with whom I was talking made great progress.. he >> got >> to listen to several plus his own. I put together groups of three, >> logistically, I have the weakest studnet go last. He listens to stronger >> writers and readers share ideas and ask for help from the other >> students..."Ah, strong students need help, too!" and the light goes on >> that >> everyone needs help. I send kids off one at a time to cue another to >> come >> and take his or her chair. It really is effective and provides a double >> and >> triple whammy for every child involved... except student number one at >> the >> start of the conference. That student is the only one to do his spiel >> minus anyone else reporting. Once in a while, I have that student sit >> through at least one other conference before going off on his or her >> mission to signal another that it is his time in the box. :) >> ----- Original Message ----- >> From: "Barbara Punchak" <[EMAIL PROTECTED]> >> To: "'A list for improving literacy with focus on middle grades.'" >> <[email protected]> >> Sent: Friday, March 09, 2007 9:48 PM >> Subject: Re: [LIT] Management Details >> >> >>> Hi Pam, >>> I mentioned collecting 1/3 of each class' journals at a time. 1/3 on >>> Monday, 1/3 Tuesday, and 1/3 Wed. I simply went down my class lists and >>> labeled them M-T-W. Since I have 3 reading classes, I collect period >>> one >>> (which I call "red") this week, period two (blue) next week, and period >>> 3 >>> (green) the following week. Students know well in advance when their >>> journals are due and, of course, I post the class whose journals are due >>> each week on the homework board. This method makes journal collection >>> easy >>> and also keeps responding manageable. (I'm only responding to 8-10 >>> journals >>> per night.) >>> Barbara/6th/FL >>> >>> -----Original Message----- >>> On Behalf Of [EMAIL PROTECTED] >>> >>> Someone, Kim maybe?, said that they collect 1/2 a class at a time. How >>> and >>> >>> when do you let the kids know you are collecting notebooks? That >>> sounds >>> like >>> something that might work for me. >>> >>> Pam Tempest >>> >>> >>> _______________________________________________ >>> The Literacy Workshop ListServ http://www.literacyworkshop.org >>> >>> To unsubscribe or modify your membership please go to >>> http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. >>> >>> Search the LIT archives at http://snipurl.com/LITArchive >> >> >> _______________________________________________ >> The Literacy Workshop ListServ http://www.literacyworkshop.org >> >> To unsubscribe or modify your membership please go to >> http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. >> >> Search the LIT archives at http://snipurl.com/LITArchive >> >> >> -- >> No virus found in this incoming message. >> Checked by AVG Free Edition. >> Version: 7.1.413 / Virus Database: 268.18.8/714 - Release Date: 3/8/2007 >> >> > > > _______________________________________________ > The Literacy Workshop ListServ http://www.literacyworkshop.org > > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. > > Search the LIT archives at http://snipurl.com/LITArchive _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive
