If you use a reading workshop model of instruction, you know how powerful it can be. Teaching mini-lessons and getting kids off to read works perfectly in a middle school setting. Keeping middle schoolers on target during this time is critical. Reading workshop conferences can help you do that. Read here for tips on teaching reading workshop with a focus on conferences.
What is Conferencing in a Reading Workshop?
Teaching reading workshop allows for time to meet with students. This is a time to briefly meet with your students to check in, see what progress they are making, see if they are reaching the goals that you set for them in a unit, and to engage in conversation with them about reading so that you can share your enthusiasm for books. If it sounds complicated, it can be if you make it that way. But with a few simple tips and a bit of planning, conferencing will go smoothly and feel effortless. It is my personal favorite part of being a language arts teacher! Because really, what is more enjoyable than talking about books?
Why Reading Workshop Conferences at a Middle School Level?
When you think of conferencing in the elementary setting, what you are doing is so much more tangible. You are listening to kids read, discussing books that you have read, and have kids talk about plot points.
At the middle school level, it is so different. Kids will often be reading books that you haven’t necessarily read. As kids should be selecting their own books for book clubs and/or independent reading, it just isn’t possible. And quite honestly, it truly is not necessary. Your conversations can sometimes be more authentic discussing a book that you haven’t read than with a book that you have read. You will be asking questions in a more authentic way because you really don’t know the answers.
With that said, you should know a little about the book. There are so many ways to get a brief description of a book; just use a search engine and you will be able to obtain the basics on a book in no time.
Conferencing often is done to check in on skills. Let’s say you are teaching a unit that focuses on character development. Your conferencing will show if kids are internalizing the skills you are teaching. And if they are not, you will be giving tips to get them back on track.
For me, one of the most important parts of the conference is showing my kids my love of reading and hopefully passing that love on to them. When I ask kids about their books, I get pretty excited and ask a lot of questions. Because I truly do love books, it is a genuine engagement, and it is contagious.
When to Conference when Teaching Reading Workshop
A good plan for your reading workshop is to start with an anticipatory set, move into a mini-lesson that lasts no more than 10-15 minutes, and then you get kids reading. Kids can’t learn to read by listening to long lessons; they need time to actually read. As I always say, you can’t be a great baseball player if the coach spends the entire time talking. It is the same with reading. For more on mini-lessons, click here.
Therefore, the conferencing portion takes place during independent reading time. You will quietly move around the room, checking in with students. How many students you meet with will depend on what you have planned.
You might want to plan to cycle through your students throughout the week if it is more involved, or cycle through half the class each day if it is something quicker. Because independent reading time should be front and center, you can get quite a bit of conferencing completed.
What to do when using Reading Workshop Conferences
There are many ways to conference when you are teaching reading workshop. You might be checking in a specific skill, such as identifying the type of plot. If that is the case, you will want to have a checklist available and keep track if students are meeting this goal. Another way is to meet with groups of kids. You can do this by book club (discussing plot points with a group that is reading the same book, for instance). You can also group kids who need more help with a specific skill. There can also be a very casual, conversational check-in. Saying to a student, “How’s it going?” can often lead to a great conversation.
If you are new to reading workshop teaching, this can feel a bit daunting. I have a free resource to help. Click here to receive your FREE READING CONFERENCE FORMS.
Keep it Simple
I have seen teachers use all kinds of complicated charts and plans. They become consumed with keeping up with their notes and check-ins. As a result, the conversation becomes secondary. Rather than having a complicated plan, just plan to meet with a few students at a time. Jot a very brief note after you check in with a student. The point of this is not to have an in-depth system; the point is to meet with kids and have authentic conversations and come away with a brief note so that you can keep track.
If you are unsure of how to begin, just remember that “less is more”. Don’t try to meet with every student in every session. Don’t have a long list of skills to assess. My best conferences are sometimes just saying “What’s happening with your main character?” and letting it branch off from there. You will be surprised how natural it feels, and how much you will glean from the conversation.
Best of luck to you with your reading conferences!
Any questions, please comment below.
Wishing you and your students all the best!
-Linda A. “All in One Middle School“
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