Important Components of Reading Workshop: Conferencing

This is the sixth in a blog post in a mini-series on starting reading workshop in middle school. This post will look at one of the most important components of reading workshop: conferencing.

One of the components of reading workshop is conferencing with students. It is a hallmark of the workshop model. Although it might seem overwhelming at first, I promise you that it will become your most enjoyable aspect of being a language arts teacher. Why? Because you get to talk to kids about what they are reading and have genuine conversations. Read on for tips for how to conference in middle school reading workshop.

Conferencing at the Middle School Level

At the middle school level, conferencing can feel overwhelming and it may seem difficult to pinpoint what kids need.

Students will often be reading complex novels and nonfiction. They will be asked to give text evidence to support a claim.. They will be asked to uncover themes and other skills include complex components such as mood, internal monologue, and characterization. This is a complex venture!

It’s honestly hard enough for a willing adult to do this kind of deep reading. Couple that with a student who is just beginning to hone these skills and perhaps has very little confidence, and it feels completely overwhelming. Conferencing is how you work through all of this.

Here are some things to consider:

• Conferencing often is done to check in on skills. For example, if you are teaching a character study,  you may want your students to look for symbolism.  So when you conference, you will specifically check in to see if they are on the right track with what an object could symbolize. And if they did not, you will re-direct them.
• The conference in middle school reading workshop can be very simple at times. It might just entail a simple question, such as “What’s going on in the plot of your novel?”.
• For me, one of the most important parts of the conference is showing my kids my enthusiasm for reading. I get genuinely excited to hear about what they are reading,, and they know it. They are usually, therefore, more eager to discuss with me and to ask questions to get it to a higher level.

Components of Reading Workshop: Conferencing – The Basics

We have been through what the components of reading workshop framework look like.  You go over the mini-lesson and get kids reading, giving them clear directions when they go off to work.  Now it’s your time to conference.

Here are some specifics:

• 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.
• You might be checking in a specific skill, such as giving text evidence to support a character trait. 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 might want to 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 and getting to the heart of what needs work.

Systems: 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, and then the conversation becomes secondary. 

Conference in middle school reading workshop: Simplify it.

• Rather than having a complicated plan, just plan to meet with a few students at a time to start. 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 that lead to higher-level reading skills. You will want to come away with a VERY 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 in your story/novel?” and letting it branch off from there. You will be surprised how natural it feels, and how much you will glean from the conversation.
• As far as movement, I have a stool that I travel with so that I can easily sit next to a student.  Some of my kids work on the carpet, and I’ll just sit next to them with my clipboard.  I also have a meeting table for small groups, but you really don’t need anything formal.  A clipboard and a small chair will do just fine.

You are in luck because I have a great freebie to help you with this. Click here for your free reading workshop conference forms!

Suggested Conversation Starters for a Conference in Middle School Reading Workshop

It is very helpful to have some generic questions with you when you begin conferencing. These are included in the reading workshop conference freebie, but here is an image as well:

Not enough time to read? Try the Podcast!

I recently started a Podcast for middle school language arts teachers. Check it out!

If you have any questions or comments, please feel free to comment below.

Wishing you and your students all the best.

-Linda A. “All in One Middle School“

Helpful Links

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Free Reading Conference Forms

Reading Workshop products available on TPT

One-on-One Coaching for Observations and Lessons 

Teaching Writing Workshop Course

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