Читать книгу Guided Practice for Reading Growth, Grades 4-8 - Laura Robb - Страница 19

Short, scheduled conferences between the teacher and student can reveal attitudes toward reading, past experiences with reading, the amount of independent reading completed at home, and students’ comprehension and recall.

Fifth grade teacher Stacey Yost uses conferences to maintain the momentum of reading, so a student who never completed a book reads an entire self-selected book. Each week, Stacey confers with the student about a section completed and closes the conference inviting the student to decide how many pages he/she can read by their next meeting (see Figure 1.2 for a glimpse at Stacey’s notes). “Students choose the book and set their own pace and goal,” she says, “and that invests them in the reading. Most of the time, the student exceeds his/her goal and that offers me an opportunity to celebrate success. A student’s weekly goal rises as success continues. Once they experience the joy of completing a book, they’re ready and eager to read another one.”

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Figure 1.2: Notice how Stacey schedules frequent meetings to help the student complete the book.