I use the 3x4 inch labels. I preprint the labels with the kids' names down the side and the strategy/standard I am focusing on with the class OR what the specific strategy I want to focus on with that individual child. My SPED kids or EL kids may need a different strategy focus than my advanced kids. I can copy and paste most things, but it takes a few minutes to type them out and I really only get to everyone only once or twice a month as they only have independent reading/writing two-three days a week. I only try to ask a child one learning-type question as I conference. If we are studying connections in reading, I write that on the label and ask them about their connections. If we are studying word choice in writing, I ask them about a section where they can use some more sentence combining, or powerful language. I make a note of the question and the kid's answer on the label. When all the labels are full, I have conferenced with everyone.
I hope that's what you meant. Kim On 3/15/07, Sherri Neofotist <[EMAIL PROTECTED]> wrote: > > On 3/15/07 1:13 AM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> > wrote: > > > Kim writes: > >> I had a binder for the class with a piece of paper for each student > inside. > >> On my computer I have a program for printing mailing labels. I make a > >> template that has the criteria for this round of conferences and room > for > >> name and date, and print enough labels for each student. I think I can > even > >> pre-name them. During the conference I make notes on the labels about > what > >> was said or done. At the end of the conferences I just peel the labels > and > >> stick them on the student's paper the binder. When all the stickers are > >> gone, I know I've met with everyone and can move on to the next round. > >> > >> Over time I have a wonderful chart of growth. I have very little to bog > me > >> down during the conference. I learned quickly to keep my notes short > and to > >> the point because even the large mailing labels have only so much room > to > >> write. I am pretty sure this would work for as many students as you > need. > > Could you expand on what you mean by 'make a template that has the > criteria > for this round of conferences' means? > > I've been intrigued by the talk of workshops, which I used to do and got > completely away from because of pressure from administration in one of the > schools I taught in. > > My personal professional development plan for this year is to delve into > differentiated instruction and try to implement it in my classroom. I > teach > 7th grade language arts. I'm finding much more information on DI at the > elementary level and when I find it for middle level, the information > seems > more geared toward math, science, and social studies. > > Come to find out as I've read about DI, I was actually "doing it" when I > had > workshops. > > Any and all information I can collect from the group as to workshops and > DI > would be greatly appreciated. > > Thanks in advance, > > Sherri Neofotist > > The greatest gifts you can give your children are the roots of > responsibility and the wings of independence. > > > > _______________________________________________ > 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 > -- Kimberlee Hannan Department Chair Sequoia Middle School Fresno, CA [EMAIL PROTECTED] _______________________________________________ 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
