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1:1 Conferring & Small
Group Instruction

School of Engineering & Arts

March 7, 2016
 Agenda

Community Builder: Musical Shares

1:1 Conferring (K-2), Strategy-based Grouping (3-5)
Strategy-based Grouping (K-2), 1:1 Conferring (3-5)
Differentiated PL options
Exit Slip/Post-Assessment
 Community Builder

Musical Shares 1. What did you learn?

2. What challenged
your thinking?

3. What are you left

wondering?
1:1 Conferring
 Learning Targets/Pre-Assessment

I can:
identify one purpose of 1:1 conferring
explain how to use assessment data to determine
initial reading goal areas for students
explain the structure of a 1:1 conference
 1.
Why Do We Confer?
 Turn & Talk
Why do we confer with students about their
reading?

I think conferring is critical to student learning because it provides feedback in
an authentic context for learners. Its in the moment. Youre sitting there
reader-to-reader at that time. (Patrick Allen)
Our main goal is to foster a love of readingto help raise children who not only
love to read, but choose to read, and do so powerfully. One-on-one conferring has
proven, year after year, to be the means of helping us achieve this goal. (Moser &
Boushey)
One-on-one meetings are the ultimate confidence builders for students. Theyre
especially effective as follow-ups to (instruction), when students practice a
strategy. Your undivided attention to each child makes them feel that you care
about their learning and will try to help them understand and improve (Robb
1998, 7-8)
 2.
How Do I Confer & Set
Goals with Students?
Step 1: Analyze assessment data
Possible Data Sources for Initial Goal Setting
FAST MAP DRA

earlyReading (K-1): identifies Literature Engagement

specific skill areas for instruction Informational Accuracy percentage
Foundational Skills & Vocabulary If above 95%, this is a
CBM-Reading (2-5): use the four STRENGTH
box model to determine If below 90%, this is an
instructional needs AREA for GROWTH
Comprehension
Genre
Question types
Predicting
Identify
Main
strengths first, For the most
accurate goals, Idea/Details
then areas for
TRIANGULATE! Characters,
growth!
Setting
Sequence
Fluency rubric
 How Do I Begin?
Step 2: Once data has been triangulated and student strengths and areas for
growth have been identified, its time to set the goal using the CAFE menu!

Reading goals fall under 4 key skill areas:

C _________
A _________
F _________
E _________
Step 3: Select a strategy under the
identified goal area.

Use the 6-5-4-3 menu to set initial

goals!

For the most accurate

goals, TRIANGULATE!
You can also use this form
to help you select the
strategy.

Even with years of experience, we know there isn't a
foolproof way of matching students to the perfect
strategy. Since we know they will need a multitude of
strategies to be successful, we relax a little and take
our best guess, monitoring often to see if it is
working. If we don't see independent use and growth
after three or four one-on-one conferences, we try a
different strategy. -Joan Moser
 How Often Do I Confer with My Students?

Two schools of thought:

Golden Gate Bridge method (Miller)

By name, by need (The Two Sisters)

 How Do I Know When To Set a New Goal?

Once the student demonstrates successful use of the assigned

strategy 4-5 times (a.k.a. touchpoints) during small group
instruction and 1:1 conferring, its time to set a new goal.
 3.
What is the Structure of
a 1:1 Conference in the
CAFE framework?
Protected Reading Time
Put Your Two Cents In
What do you notice about this structure for
conferring?
What questions do you have?
1:1 Goal Setting Conference with
students
 But Wait...I Havent Read the Book!

What I am after when I meet with a child is how they

are progressing on their personalized goals of
comprehension, accuracy, fluency, and vocabulary
and then to be able to move into instruction on their
goal. This can be determined whether I've read the book
or not. ~Lori Sabo

Remember, its about the READER, not the BOOK!

 Digital Backchannel: Todays Meet

How does what you have learned affirm what you are
already doing?

What new learning might you apply after today?

What questions do you have?

Go to:
https://todaysmeet.com/SEAPLDAY
Create a nickname (please use first name, last initial)
Enter your responses
Strategy-Based
Grouping
 Learning Targets/Pre-Assessment

I can:
identify the reason why we use strategy-based
grouping in the CAFE framework
explain how strategy-based grouping differs from
traditional guided reading groups
use assessment data and 1:1 conferring notes to
make instructional decisions for small groups
 1.
Why Strategy Groups?
Ability Grouping=.12 ES
Teaching Strategies=.62 ES

Different instructional needs

within each reading level

Students practice strategy using self-selected good fit

books
 2.
How Do Strategy Groups
differ from Traditional
Guided Reading Groups?
Double Bubble Map
 Guided Reading vs. Strategy Groups

Guided Reading Guided Reading + Strategy Strategy Groups

Groups
students read from the same students are grouped by the
leveled texts and are grouped students meet for short strategy they need (as
by reading level periods of time with a determined by conferring)
teacher (5-15 minutes)
most students stay in same groups are fluid; a group might
group all year: a few may there are between 3-6 meet once or might meet
move up or down students per group regularly for a few weeks

students are aware of who is teacher models strategy students in a group are at a
high and who is low and coaches the student variety of reading levels
as he/she practices the
strategy students practice strategy
using good fit books
 3.
What Strategies Do I
Teach?
 How Do you Know When to Change Strategies?

Once any student in the group demonstrates successful use

of the assigned strategy 4-5 times (a.k.a. touchpoints)
during small group instruction and 1:1 conferring, its time to
set a new goal for that student.
 Digital Backchannel: Todays Meet

How does what you have learned affirm what you are
already doing?

What new learning might you apply after today?

What questions do you have?

Go to:
https://todaysmeet.com/SEAPLDAY
Create a nickname (please use first name, last initial)
Enter your responses
Differentiated Professional Learning Options

Analyze Explore Daily

Assessment Data CAFE website
Create a to Determine videos and
conferring Conferring Goals resources on
notebook and/or Strategy conferring &
Groups strategy groups
 Post Assessment/Exit Slip

Please click here for a link to your exit

slip. Your feedback is much
appreciated!