Synopses & Reviews
Synopsis
In his workshops with teachers over the years, Patrick Allen has encountered a long list of "counterfeit beliefs" about the process of conferring with students, including such comments as: "I don't have time. I don't know what questions to ask, It's too hard, I don't know what to write in my notes, I don't even take notes, I don't know how to go deep. . ." In Conferring: The Keystone of Reader's Workshop, Allen argues that the benefits of conferring are well-worth the effort of learning to do it well. And then he sets out to show teachers how to overcome all of their perceived obstacles, and make the somewhat intangible aspect of conferring tangible.
Just as the keystone--a symmetrical, wedge-shaped stone at the center of an arch--forms the foundation of a structure, conferring lays the groundwork for effective reading instruction. Allen defines the word confer as a verb "meaning to consult together, compare opinions, or carry on a conversation." Conferences with students are purposeful conversations that scaffold reading comprehension strategies that guide the reader's progress, and ultimately, through the gradual release of responsibility, create independent readers.
Allen begins by explaining what conferring is and what it's not, and then unpacks the essential components of the process: intimacy (the social context of conferring); rigor (the cognitive context); and inquiry (the analytical context). He explores the guiding principles of conferring--including goal setting, instruction points, listening, rapport, challenges, and teacher learning--and provides questions that lead teachers through the reader's conference from start to finish.
Synopsis
In his years of teacher workshops, author Patrick Allen has heard it all: 'I don't have time 'I don't know what questions to ask 'I don't know what to write in my notes, it's too hard In his book Conferring: The Keystone of Reader's Workshop, Allen argues that the benefits of conferring outweigh the challenges and that teachers must put forth the effort of learning how to do it well. Inside, he shows teachers how to overcome their perceived obstacles and shows them how they can make conferring tangible.' Conferring lays the groundwork for effective reading instruction. Conferences with students are purposeful conversations that scaffold reading comprehension strategies to guide the reader's progress. Ultimately, through the gradual release of responsibility, you will create engaged and independent readers. Starting with what conferring isn't, Allen unpacks the essential components of the process: Intimacy: the social context of conferring Rigor: the cognitive context of conferring Inquiry: the analytical context of conferring' With his guidance, you will be able to set goals for student conferring and elevate student reader conferences from start to finish.
Synopsis
In his book Conferring: The Keystone of Reader's Workshop, Allen argues that the benefits of conferring outweigh the challenges and that teachers must put forth the effort of learning how to do it well.