Balanced Literacy: Conferring

Balanced Literacy: Conferring

Welcome back to our balanced literacy series! Today the focus is on conferring. All the kids are independently reading and now it is your turn to teach! Let’s dive into how this works!

You might want to read Planning for Teaching During Independent Work Time before reading this post. It breaks down how to decide which teaching move to use during workshop. Conferring is just one option.

Don’t forget to stop by every Tuesday to gain a better insight into using a balanced literacy framework within your classroom! 

What is Conferring?

Conferring is one-on-one with just a student and a teacher. The teacher typically follows the research, decide, compliment, teach method. First, the teacher will observe and research the skills the reader has and does not have yet. The teacher will decide what teaching is best for this student next. Then the teacher will compliment the reader to reinforce a skill they have. Next, the teacher will teach a new skill and practice it a few times with the reader before the reader is left on their own. This lasts about 5-7 minutes. 

How Do I Start?

Grab a small post it and make a t-chart. On one side write notice and on the other side write teach. Now, choose a student to confer with. Sometimes I observe a bit before I walk over to the student. Do they have a book out, do they have a pencil, what are they doing with most of their time? I jot down any sort of observable behavior I see. 

Research

Research is the first phase of conferring. Here the teacher sees the student working independently. The teacher can see what skills, strategies, and behaviors the student knows,  almost knows and, doesn’t know yet. At times this last part will be the most obvious. Sometimes we research and just see lots and lots the student doesn’t know. The mini-lessons we’ve taught that they aren’t using or the previous conferring that isn’t being used. When this happens, look closer. You can’t build off of the unknown, only the known. Read more about the Zone of Proximal Development here

I like to observe a bit before I walk over and sit down next to the student. I also teach my readers and writers to keep working when I sit down next to them. Sometimes I dig in and read previous pages in their story or look at their reading log or post-its. After I’ve gotten a feel for what they’re doing it is time for me to talk to them. Usually, silent observation only takes about a minute. I like to ask what they’re working on as a reader or writer. I’ve found that opening line to bring forth the best conversations. Different teachers use different things. Try out a few lines to find your conferring style and see what works best for you. 

Sometimes I ask guiding questions related to our mini-lesson. At times I’ll ask what they’ve tried that didn’t work out recently or what they’ve tried out that was a big success. It all depends on the reader. The questions you want to ask will tell you what the reader can do and what they need help with. That is what you want to determine.

During the research phase (and every phase) jot down some notes. Record keeping is so important in balanced literacy… and all of teaching. I like to keep open notes. This means that I will always share my jots with the students. It can stress students out if they know you’re writing about them and you don’t show them what you’re writing. Imagine if your principal observed you and jotted down lots of things and then never shared them. It would frustrate me so I make sure not to do the same to my students. After sharing notes a few times students don’t continue to ask. 

Decide

This phase is sort of incorporated into research but it is significant enough to have its own section. Once you know what you can compliment and teach the research phase is over… and so is the decide phase! A lot of times this phase happens quickly at the end of research. You’ll see something the reader/writer is doing to reinforce and you’ll see something you want to teach them. 

The teaching point is something that the student is almost doing. They’re right on the edge but they just need some tips to finally do it. This teaching point is something you want the students to be able to complete independently forever and ever (with a bit of reinforcement) for the rest of their reading and writing lives. Keep that in mind as you choose the teaching point. It shouldn’t be something that they don’t know and aren’t even close to doing. That is much too big for conferring. Think what is one step this reader/writer can take toward this large goal today. One step they can take on today by themselves.

Sometimes you can’t decide on a teaching point. Sometimes you sit and observe a reader and jot down a lot but nothing comes to mind. If this happens, compliment and then walk away. Plan later for that reader/writer and then confer with them another day. Don’t waste their time. It happens to all of us. 

Compliment

The compliment serves several purposes during conferring. It helps build a positive relationship between you and your reader/writer. We all like to hear positive things about what we’re doing. It helps readers and writers recognize the good work they’re doing and encourages them to continue that good work. It also butters them up to hear something that they need to work on. Let’s be real, we all like to hear something good before we hear something that we need to work on. Sometimes my compliment will lead to my teach especially if I want to build off of the good things that are happening. 

Every teacher has a different way to document their compliments. I usually put a star by it on my conferring sheet. Sometimes I’ll circle it. Some teachers jot it under the teach and just know the first bullet is always the compliment. Everyone does it differently. Find what works for you. Below I jotted down the language I might use. Remember, this language might not feel natural to you- try out a bunch of stuff to figure out what works for you. You want to come off genuinely during the entire conference so using someone else’s words might not work out. You’ll get it with more and more practice.

Teach

Now the reader has heard a compliment and they are ready to hear something to work on. Our readers and writers will get the hang of the pattern of a conference so after the compliment they know they’ll get a tip to make them an even better reader or writer. I always use language to explain that all readers and writers are good but we can become even better. Also… a bit of a tangent here but I share my reading and writing life with my class so they can see my strengths and struggles too. Ok back to the teach. 

Your teaching point should follow the same sort of format as a mini-lesson teach. It should be quick, focused and explicit. 

Teacher: “I want to teach you one thing today that is going to help you as a reader. Readers pay attention to many details while they read a book. One thing they keep track of is the characters in a book. They get to know them just like they are old friends and can predict what they’re going to do before they do anything. To keep track of characters at the beginning of a book or series. You may want to make a post-it for each character, just in the beginning, to help you keep track. Let’s do that here. Who are the main characters?”

Student: “Jack and Annie” *inspired by Magic Tree House*

Teacher: “Ok, let’s list Jack here and Annie here. Let’s list down some things we know about Jack here. What do you know about Jack?”

Student: “I don’t know.” Here a student might say something. If you already know this is going to be the response skip the question.”

Teacher: “Let’s read a bit to help us figure out what we know about Jack. We can pay attention to what the characters say and how they act. That will teach us a bit about who they are.” 

This goes on until we have a few things for Jack. Then the teacher could prompt the student to try Annie on their own.

The teacher will want to circle back to this student at the end of the book but before the student reads the next book in the series. Students should know that Jack likes to follow the rules and complete the mission according to the rules every time. Annie is more impulsive. She likes to explore and is more adventurous than Jack. Annie always puts them into some sort of danger at the last moment and Jack is so worried. They always escape just in time. Knowing these things about Jack and Annie will help the reader of any Magic Tree House book. 

Knowing how to get to know book characters by paying attention to their actions and their words is a skill that a reader could use in every story they encounter.

Teacher: “I want to teach you one thing that will help you become a better writer. Writers use paragraphs when they write to organize information for their reader. Let’s take a look in this story to see how writers use paragraphs.” Here I would pull out a class read aloud or a familiar story to show paragraphs. 

Teacher: “You can see that each paragraph is about one topic. It helps to organize information so that the reader can read it easier. Can you imagine if this whole page was just words without breaks? It would be sort of hard to read. Do you see that each paragraph starts on its own line and the first word is pushed in a little bit, that’s called indented. Now, we won’t rewrite your whole story but let’s figure out where we could make a paragraph.” The teacher and student could reread the story so far and add a mark where each paragraph should begin. Perhaps this student is one sentence into what should be a new paragraph, then you might consider having the writer erase and start a new paragraph. Don’t make them erase lots and lots though, that’s discouraging. 

Circle back to this writer before the end of workshop to check in and see if they have paragraphs. You might even want to sit with them and watch them write until it is time for a new paragraph. It all depends on how much support the writer needs taking on this new knowledge. Make sure to compliment them when they do! 

Using paragraphs can be a hard thing to master. If we push students into paragraphs before they’re ready they use them infrequently and often incorrectly. Using paragraphs is a huge transferable skill. Often we teach students a number of sentences in a paragraph but writers don’t count sentences. Do you think J.K. Rowling went back through her paragraphs to make sure they were 3-5 sentences in length and somethings seven? No! That isn’t what writers do. Teaching paragraphs through writing conferences when a student is ready will ensure greater success and less formulaic understanding. We want writers to understand what they do and why so they can transfer that knowledge into new contexts. 

Link

Now you’ve complimented, taught and you’re ready to leave your reader/writer behind. You might want to leave behind a reminder of the conference. Sometimes I re-create a piece of our anchor chart to leave behind on a post-it. Other times I leave a small note of encouragement. I make sure the reader/writer can continue their work as I leave them with high levels of success. 

Now… I used educlips clipart here but I don’t just draw like this on the go. These would most likely (100%) be stick people. Don’t feel like your artifact has to look this beautiful! 

The lines here would probably be scribbles. I might want to label the new line and indent if I think the writer might need them. I also refer the writer to a page to check if they aren’t sure. This helps to create independence in the new skill. 

Are You Ready to Confer?

This week choose just one or two students in your class to confer with. Grab a post-it, make a t-chart and start. Your conferences won’t always go perfectly- I’ve been conferring for over 8 years and mine still don’t always go according to plan. Just try it and then keep going. I highly recommend starting out with compliment only conferences. These might be the least intimidating. All you have to do is find one thing to reinforce with the student through conferring. 

Click here to download free conferring templates!

Leave your questions and comments below! I can’t wait to hear how conferring is working out for you! 

Changing Our Thinking: Assessing, Not Assuming

Changing Our Thinking: Assessing, Not Assuming

There are many practices from long ago that we need to rethink as teachers. This series looks to bring up those practices and offer alternate ideas that are more relevant in today’s classroom. Today we’re discussing the importance of not making assumptions about students and using assessment to guide our instruction.

 

How We Discuss Students

Kevin is good at math. DaQuain is good at science. Kara is good at reading. Amaria is good at writing. Teachers used to define students by what they were good at and what they aren’t good at. Recently I heard a colleague say, “And she is really good in math… you know, even though she is a girl.” This came out not even moments after I was praised for including STEAM (Science, Technology, Engineering, Art, Math) in my class this year. “It is so good for the boys. They really need that time. The girls like it too…” There is a real danger in categorizing kids and then holding kids to the label that has been applied. This becomes sort of a self-fulfilling prophecy. Teachers end up pushing kids harder in the subjects they are good at and creating excuses for them in the areas they aren’t so good at. I’m sure that as a child I was labeled good at reading and not good at math. I knew it. Teachers had lower expectations of me in math and I had lower expectations of myself. 

We need to believe that all students can learn every subject. All students can do challenging things. All students can learn. Our learners might have different learning styles and they might become proficient at different times but all learners can learn. 

What's the Problem?

Recently I completed an addition fact inventory of my students. We sat down one on one and I asked them different facts. What is one plus four? What is six plus zero? I took note of what they did. Could they answer the question? Could they answer the question within five seconds? This is part of our schools definition of fluent. Could they explain how they solved the fact? What strategy did they use? This information was so helpful to me as a teacher. My role in the assessment process was simply to document- yes they did, no they did not, what did they do. I was as objective as I could be. Later I was asked by a peer why I assessed everyone. Why didn’t I just assess the kids who were bad at math? 

The assumption that some of my students are bad at math and some are not is inherently problematic BUT the fact that we would assess students only based on our assumptions is extremely problematic. Listen, there is a saying about assuming things. Do you know it? If you assume you make an ass out of you and me. Just look at the spelling… Ok, inappropriate jokes aside, assuming is so harmful to student learning. 

While completing this fact inventory one of the students who might be considered the highest struggled the most. Had I assumed this student knew because he almost always has an answer first would have meant I missed gaping holes in his understanding of numeracy. One of my students who takes the longest to answer math problems and might be considered low actually had the best strategies for solving. This student consistently structured to five or ten and could always explain how they arrived at an answer. 

In reading, the same applies. I have a student who is quite a high decoder but while reading has very limited comprehension. This child would be considered a good reader and might not be assessed because she can decode. When kids miss comprehension questions while doing B.A.S. I can’t say, “Oh they know. They just made a mistake.” If kids actually know, they’ll do it. Sure, everyone has off days but, is this mistake due to an off day or a lack of understanding somewhere. I always try act as though it is a lack of understanding. Giving the benefit of the doubt during assessments doesn’t help student learning. 

The problem with making assumptions about our students is that we’ll usually get it wrong. When we make incorrect assumptions we are missing out on opportunities to teach. 

What to do Instead

Remain Objective

The most important thing I know about assessing students is go in with an empty mind. Try to be as objective as possible. Notice what students can and cannot do. Act as though this student belongs to another teacher. What do you notice? What can this child do independently? What understandings does this child have? What partial understandings does this child have? Are there any misunderstandings? These are the questions that will assist us as teachers. 

Assess Everyone

Don’t skip over kids because you’re sure they know. Assess all of your students. If you think they have an understanding and then see that they do have understanding- great! If you think they have an understanding but see that there are some misunderstandings- great! Now you can use this information to guide your instruction. Just the other day I noticed a student drawing tallies to solve a math problem but then counting by ones. This is information I can use to teach. I now know we need to work on structuring to fives. What do you know, this student doesn’t know how to count by fives past 20. Ok, now we’re talking. Now this is information that I can use. Imagine if I saw tallies and then just assumed this student knew how to use them. 

Don’t Give Kids the Benefit of the Doubt

Just, please. Recently during reading assessments I had a student who retold every story backwards. The student always started with the ending and then retold back to the beginning. This is something I hadn’t noticed before. I immediately thought, he must know. Why is he doing this today? If had just made an assumption and given him the points on the assessment he didn’t earn I would have missed this opportunity. Later while speaking with him he said he likes to start with what he remembers first. We later read a story about how a caterpillar turns into a butterfly. Being able to retell a story in the order it happened is an important skill. We can work on this skill now. Giving him the benefit of the doubt would have meant a missed opportunity for learning. 

Understand That a Single Assessment is a Snapshot

I know this is totally cliché. I know but I am still going to say it. One assessment is just a single picture of learning in one particular moment and setting. You need to take each assessment as fact but don’t forget to put it back into the larger context of learning. 

Maybe today one of my students didn’t know four divided by two when I asked on the fact inventory but can always do it in class. I watch for the next few days and notice that this student consistently demonstrates proficiency. After observing I notice that the student does know how to divide by two. I can ask him the problem again and see or maybe I just decide he knows based on what I have observed and move on. Just make sure that this decision is based on something concrete and not an assumption. It is never bad to give additional practice just to check.

What I've Learned

Assessing students can be a tricky thing. I know that it is best to try to remove all bias when assessing. Look into their misunderstandings and try to understand where they are coming from. It’s tricky but I know that with practice it gets easier. 

Valentine’s Day- Seriously, It’s Not Valentimes!

Valentine’s Day- Seriously, It’s Not Valentimes!

First Of All...

If you teach elementary school then you probably know exactly what I mean when I say Valentimes. IT. IS. NOT. VALENTIMES. DAY. NO! 

We have to correct kids when they are pronouncing words incorrectly because they won’t be able to read them or spell them if they’re saying it wrong. One time I taught a student (who was wonderful but…) who said gynasics instead of gymnastics. Everyone thought it was so adorable until he tried to read a story about a girl who loved gymnastics…. He couldn’t figure out the word. He even said, “It should be gynasics but they spelled it wrong.” Then I had to tell him he was saying it wrong the whole time and it was not good. He was very upset no one told him and he was unnecessarily hard on himself. 

SO…

If your kids are saying Valetimes please correct them. Show them the word. Show them that it sounds like tines at the end not times and help the kids out! Also make sure that you’re pronouncing it correctly too! 

No Valentines in Poland

Valentine’s Day is super American. Super, super American. We love to take a whole day and devote it to love and friendship and buy things that are red and pink and send notes to each other filled with gushy messages. The rest of the world doesn’t really do Valentines Day. Not like we do. 

That means that you can’t go to a shop and purchase valentines for your class. There are no little chocolates in heart shape… although I think there are large boxes of heart chocolate. Anyway, this means that when we celebrate Valentines Day kids don’t have valentines to pass out. 

 

I Made My Own

This year instead of sending home a note with a list of names and an attempt to explain Valentine’s Day I sent home already made valentines. All the kids had to do was pick one for each classmate and color it in. Easy Peasy! (As my firsties say) 

If you too would like these valentines, they are free in my TPT shop

Except in true hypocrite fashion I’m not personally handing those valentines out. My assistant teacher and I found these Bella and Rosie Valentines from Pioneer Valley so we’re handing these out. Our kids are simply obsessed with Bella and Rosie! 

Changing Our Thinking: I Taught It, Now They Know It

Changing Our Thinking: I Taught It, Now They Know It

There are many practices from long ago that we need to rethink as teachers. This series looks to bring up those practices and offer alternate ideas that are more relevant in today’s classroom. Today we’re discussing teaching something once and teachers getting upset kids don’t know. 

It Isn't Their Fault

Here are some comments I’ve recently overheard.

“I already told them how to spell the word but they don’t.”

“I told him how to multiply but he just doesn’t do it right.”

“I taught you this yesterday, why don’t you remember?” 

“If you listened yesterday then you would know what to do today.”

Then I found myself thinking this at a recent elementary meeting, “maybe if you paid attention while I am talking you wouldn’t be so confused.” This thought stopped me dead in my tracks. What?! Natasha! You cannot blame the student for not knowing! That is not how teaching works! It just isn’t. Just because something is said does not mean that it was taught. Just because something was taught does not mean it was learned. These are very different. 

What's the Problem?

I want to make it very clear that I am not up on some sort of pedestal talking down during this series. Usually, I notice myself slipping into old habits of thinking and write these posts to refresh my brain. Sometimes I am caught up in old ways of thinking from elementary school. Things that I didn’t even learn as a teacher but learned as a student long ago. Creating shifts in thinking isn’t simple and it takes time. Maybe you’ll read this post and the teaching still won’t stick. It happens.

Let’s review these statements. Telling isn’t teaching. Just because it was said does not mean it was taught. Just because it was taught does not mean it was learned. Learning doesn’t just happen because you decided it would. These are powerful. Sit with them for a moment. 

We know that students learn in different ways. This has been well researched and proven. We know that not all kids in our class are at the same place and they don’t all learn at the same rate. Can we blame our students when they don’t know things? Well, maybe sometimes. BUT… usually… usually when we feel we have taught things a hundred times and kids still aren’t getting it, maybe just maybe we need to reflect upon our own teaching.

Maybe the kids who can’t spell the word you correctly is struggling because he doesn’t understand a spelling pattern. Maybe the child who can’t multiply doesn’t realize that math is built on patterns and if you can unlock the patterns you can solve the problem. Maybe the student who learned something yesterday was having a rough morning. Maybe she didn’t get the point. Maybe the teachers in my meeting didn’t understand what I meant the first time I said it. Does saying something once count as teaching? 

What to do Instead

Instead of becoming frustrated in the moment, take a note of the misunderstanding and move forward. Moving forward can mean doing a reteach of something or reflecting further and coming back another time. Think about how many times and how many different ways you taught this concept. If not a lot comes to mind then add in more experiences for the learner to interact with the learning. If a lot comes to mind then build opportunities to develop a deeper understanding. Don’t get frustrated with the learner. Engage the learner in more learning. Our job is to teach. It isn’t to tell once or twice and become frustrated when the learner doesn’t know.

When a child doesn’t understand what we have taught think about what they do understand. What do they know that you can build off of? If this child doesn’t know maybe there are others who are also struggling. Find them and figure out how to get them to understanding. Demonstrate for them, have them build, give them more practice, have a peer teach them, model the work, explain the learning step by step. Just don’t give up on the learner. Don’t become frustrated. Try again. The beauty of teaching is really all the opportunities we have to try again. 

If a child doesn’t know how to spell a word reflect on the strategies they do know and teach them how to connect those to the strategies they need. If a student can’t solve the multiplication problem teach them a few more multiplication strategies. Give them more time or tools. Figure out what will unlock that learning for them. Work with what your students know. Work with what they know and build off of it to get them where they need to go.

 Teaching takes time and cooperation. If students don’t know right away keep going and keep reflecting upon your own teaching. 

Balanced Literacy: Planning for Teaching During Independent Work Time

Balanced Literacy: Planning for Teaching During Independent Work Time

Welcome back to our balanced literacy series! Today the focus is on planning for teaching during independent work time. What happens after you’ve sent the kids off the carpet? You know, when they’re all reading different books and writing different stories?  Let’s talk about different options you have and how to know when to choose what. 

Don’t forget to stop by every Tuesday  to gain a better insight into using a balanced literacy framework within your classroom! 

Off You Go!

You just taught a fabulous 7-12 minute mini-lesson and ended with those three magical and inspiring words. Your readers or writers leap off the carpet ready for action but… you linger in the chair. What now? What is your off you go? There are so many variables that could happen next for you and there is no coach in your classroom everyday to guide your choices. Let’s talk about them and ease your mind a bit so that the next time you say off you go you can go off with just as much confidence as your students! 

Reading: Now What?

First things first before you can work with your readers you need to know where they are. Perhaps your school uses F&P BAS to assess readers throughout the year. Maybe your school uses DRA. Hopefully your school has some sort of system in place to assess readers. If not, it’s your lucky day because now you can become the advocate for your school. Research the systems available and determine which one would work best for your students. I advocated to switch from DRA to BAS at my current school and it took two whole years to do the convincing but now we switched and wouldn’t look back! 

So before you can begin teaching readers you need to assess readers. You need to know exactly where they are. What is your baseline? What do they know and can do independently? What do they partially know but still need teaching on? What do they not yet know at all? You need to be able to answer these three questions for each reader in your class and the class as a whole. Then you need to determine what is the critical next step in teaching that they can work to take on independently and how you’re going to teach them. Let’s go! 

One on One Instruction

Conferring is the primary mode of one on one instruction in reading. There are many different types of conferences you can have with your students. I usually begin my year or my unit with compliment only conferences. This reinforces the skills that students know while I jot down everything they’re going to need to work on within the unit. Then I choose what students I will confer with to meet goals and what students I would prefer to use a small group for.

Some years I have conferred with all readers and done no groups. Some years I have conferred with a limited amount. It all depends on your readers and you. 

Group Instruction

Small group instruction in reading can come in two different forms. Guided reading groups or strategy groups each have their own purposes and structures. It is up to you to decide which is best for your readers. If your readers are grade 2 or above you might also consider book clubs. We won’t talk about book clubs today and instead focus on the other methods. I am going to say this right now so that we’re all clear. Ready to listen? THERE IS NO ROUND ROBIN READING IN ANY OF THESE GROUPS. None. Don’t even think about it. Don’t. Ok, now that you know, let’s talk about each one. 

Guided Reading

During a guided group all students will be at the same level and will all read the same book. Guided reading lessons last for 15-20 minutes. During the lesson the teacher will introduce a new text, students will read the text at their own pace and the teacher will listen in, afterwards the teacher will lead the students in a comprehension conversation. Sometimes a guided reading group also includes word work.

Strategy Group

During a strategy group all students might be at different levels and reading different books. They will be practicing the same strategy or skill. Strategy groups don’t last very long maybe only a week or two, sometimes less. The teacher will teach the skill or strategy and each child will practice in their own text at their own level. Sometimes the teacher will provide the text sometimes students choose what text to bring. Strategy groups will last 10-15 minutes. 

Conferring

Conferring is one-on-one with just a student and the teacher. The teacher typically follows the Research, Decide, Compliment, Teach method. First the teacher will observe and research the skills the reader has and does not have yet. The teacher will decide what teaching is best for this student next. Then the teacher will compliment the reader to reinforce a skill they have. Next the teacher will teach a new skill and practice it a few times with the reader before the reader is left on their own. This lasts about 5-7 minutes. 

Writing: Now What?

One on One Instruction

I would have to say that this is the form of student & teacher work that I engage in most often in writing. I do small group instruction from time to time but have found that writers need more one on one instruction. This is just my personal experience. Take it with a grain of salt because you know your writers better than I do… I don’t even know them at all. Conferring is the name of the game. 

Group Instruction

Sometimes there is a need to pull a strategy group together. When I taught grade 3, I pulled a strategy group on using paragraphs once. Last week I pulled a strategy group on putting spaces between our words when we write. Group instruction should be between 10-15 minutes and should be short term. 

What Now?

Create a document that shows what your readers know and what sort of know and what they don’t yet know. Similar to this one I’ve created below. Please know that these are made up children and are in no way based on actual students in my class currently or in my class previously. I believe it is really important to keep all student data private. The example listed is just for reading. 

 

In looking at this data I might want to do a whole class mini-lesson on 1:1 matching. I realize that we don’t all have a class size of 10… I don’t have a class size of 10! 

Depending on the students I could pull Amari, Ania, Filip, and Oscar into a strategy group on fluency. Since these are just made up children we don’t really know much else about their fluency. As the teacher of your class you would know more details. 

Michael and Rick might get pulled into a guided reading group together. They can work to build high frequency words and work on their 1:1 matching skills. 

Kuba and Piotr might work well in a guided reading group. Kuba might do more of the work during a text introduction while Piotr might do a little more of the work during the conversation that follows reading. Victor could also fall into this group if his needs were similar. Victor could also be a candidate for conferring. 

Randy would be a good candidate for conferring because he needs to work on skills that don’t necessarily match the other readers. 

Knowing your students is the key to responsive teaching. Try to make a chart like this for your class. You might want to add columns to reflect the zone of proximal development. One column could be for known skills, one for skills within the zone of proximal development, and one for unknown skills. This will help you start to look at your class. You might notice that you need to add in a whole class mini-lesson on something. Knowing your readers and writers is essential to teaching. Take the week and get to know your kids! 

What's Next?

Each Tuesday a new post will appear giving you more insight into the life of a balanced literacy teacher! Next week our post will focus on conferring during independent reading or writing time.

Use the comments section to ask any lingering questions or leave any comments with things I can do to better help you on this journey to implementing a balanced literacy framework within your classroom.

How do you look at student data? How do your observations guide your instruction? What questions do you have about planning for instruction?