One of my main priorities as a 1st grade teacher is to instill a love of reading in my students. I want each of them to realize not only how important reading is and will always be in their daily lives, but also how fun it can be. I am fortunate to work with students who are usually excited and motivated to learn. However, each year I face the challenge of a few reluctant readers.
The most powerful strategy I use in my classroom to encourage these readers is conferencing. I am absolutely amazed by the information I am able to learn about each student in a very short amount of time.
Focus Your Attention
Conferencing allows me to build positive, one-on-one relationships with students. I can focus on what each student has to say without their classmates competing for my attention. This is especially beneficial for my reluctant readers. They tend to be the least apt to share what they are reading and thinking in a whole-group setting.
When I conference with students, I sit down next to them wherever they are working. I do not call them back to the reading table or an appointed area of our classroom; students are more comfortable if I meet them in their own space. I focus on the student completely, making eye contact and showing them verbally and nonverbally how much I enjoy discussing what they have been reading. Other students know that it is not acceptable to interrupt a conference because a very important conversation is happening.
Listen and Learn
With my guidance, reluctant readers are able to build their confidence and proficiency in choosing books that are a good fit. Sometimes they are not engaged because they are trying to read books that are too difficult. Other times, they might need to be steered toward more challenging books.
This is the perfect time to find out what type of books a student enjoys reading. Do they prefer fiction? Nonfiction? A particular author's style? I asked Amy, one of my current students, what she likes most about our conferences. She replied, "I really like it when you recommend books. You know what I like to read and then we get to talk about them together. Sometimes I tell my friends to read them because I know that they would like them, too." Receiving book recommendations from teachers and peers tends to draw reluctant readers out of their shells, inspiring them to talk with others about what they are reading.
Conferences also offer a great chance to encourage reluctant readers to work on one thing that might be affecting their confidence or performance as a reader. For example, I might assist a student with retelling a story. This exercise provides a window into their understanding of sequencing and story elements. When we meet the next time, we can touch on this first. A conference is the perfect setting to differentiate for each student and provide whatever scaffolding is needed to help move them toward independence as a reader.
Keep It Simple
Time is often a teacher's biggest challenge. I decided to set a goal of meeting with three students a day for about five minutes each, and I use a simple spreadsheet to keep track. I found that the simpler I kept it, the more successful my conferences seemed to be. There are some students that I need to meet with more often or for a little bit longer, which is OK. As Rick Wormeli notes, "Fair isn't always equal."
Once I became more comfortable conferencing, I took fewer notes. I wanted to focus on the student instead of attempting to record every word that was being said. Later in the day, I try to reflect on each student I meet with, and add thoughts or notes to the spreadsheet. Occasionally, I have to remind myself that these notes do not have to be in my best handwriting or on a special form; they just need to highlight the important things that can assist in celebrating each child's successes. For instance, I note specific skills that we worked on and record the student's strengths, goals, and reading preferences.
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