Series Content Conversations: Strategies for ELLs: Conferring Notes: Gathering Data

Conferring Notes: Gathering Data

Lesson Objective: Confer with students during reading workshop
Grades Pre-K-1 / English / ELL

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Discussion and Supporting Materials

Thought starters

  1. How does Ms. Coufal use conferences to differentiate her instruction?
  2. Why are conferences especially important for English Language Learners?
  3. What tools does Ms. Coufal bring to each conference, and how does she use those tools?

22 Comments

  • Private message to Jessa Marie Itliong

This strategy is great as it gives the teacher individual time with the student. It's a great way to establish a connection with the student while finding out what their needs are. It also lets you evaluate how effective your teaching was with the entire class and look to what you need to fix or change.

What if you try different strategies to teach a certain lesson and it continues to fail to click with the student? What would you do by then?

Recommended (0)
  • Private message to Julio Jacobo-Martinez

Ms. Coufal use conferences to differentiate her instruction with her ELL students by asking questions about the reading and get an idea about the English proficiency of the student. These conferences are very important to the ELL students because they get the 1 on 1 attention and they feel confident speaking up to the teacher as oppose to the entire class. Ms. Coufal brings her readers workshop binder with any tools she may need for the students along with a sheet to take notes and write down the positive and the teaching point she will focus on for the next time she meets with them. I like how she uses her data in the literacy centers and guided reading time to determine how she can better support her students.

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  • Private message to Mary Salmon

Ms. Coufal uses conferring to differeniate her instruction by conferencing with each individual student and collects data from each to see what they are grasping and learning and what they are lacking or need help with.  She use a sheet to write down data and makes notes on each child.  She uses a reader's workshop binder to help with each reader.  

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  • Private message to Avery Baird

Conferring is a really great way to help the teacher and student understand where they are in their language and print skills. I loved her idea and simplicity of taking notes on what the students know and what needs to be gone over again.This is a strategy I will use in my classroom as each student learns differently and if you can have a way to understand that, the students are more likely to be successful. The finger pointing of words in a book was also a really great strategy to have the students engage with the text.

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  • Private message to Aundrea Gamble

1. How does Ms. Coufal use conferences to differentiate her instruction?

Ms. Coufal uses conffering to differentiate her instuctions because students may be coming in at different levels. Students may need help with site words or vocabulary and conffering is the option that helps the most.

2. Why are conferences especially important for English Language Learners?

Students learn differently so I think conferences are imoportant for English Language Learners because it allows Ms. Coufal to truly see where each student is and where they may be struggling. 

3. What tools does Ms. Coufal bring to each conference, and how does she use these tools?

She uses her reading workshop binder, and she has a sheet that has the students names on it with TP (teaching point),  a spot for notes at the bottom and then a plus for positive or minus for negative of what they focused on. 

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Transcripts

  • Conferring Notes: Gathering Data Transcript
    Card:
    Tch
    Teaching Channel

    +++ 00:00:04 +++
    Emma Coufal: So you're going to read the book

    Conferring Notes: Gathering Data Transcript
    Card:
    Tch
    Teaching Channel

    +++ 00:00:04 +++
    Emma Coufal: So you're going to read the book to me, okay?
    Jessica: "Bats, Bats, Bats."
    Emma Coufal: Good pointing!
    Card:
    Conferring Notes:
    Gathering Data to Inform Instruction
    Emma Coufal: So, Jessica, can you find the word "like." Can you show me where the word "like" is? Oh! You found it. Can you find it on the next page?
    Lower Third:
    Emma Coufal
    Kindergarten Teacher
    Think College New Elementary, Oakland CA

    +++ 00:00:24 +++
    Emma Coufel: I use conferring as a strategy to differentiate my instruction for all of my students. And this is especially important for language learners, because they might be coming in with a different level of print-- the concept of print, or understanding of books. They might need more help with vocabulary. They might need more help with site words. Everyone's coming in at such different levels. And conferring is that option that we have to differentiate for a student.

    Student: Bears like flowers. Bears like trees.
    Emma Coufel: Mm hm.

    +++ 00:00:58 +++
    Emma Coufel: When I'm taking notes in my conference, it's like I need a system that's like simple, and really manageable for me, or else I know that I'm not going to use it consistently. So what works well for me is I have my Reader's Workshop binder, and in it I have my toolkit. I have anything that I might need with the students, and then I have a sheet that has all their names on it. It has a little plus for what is the positive we focused on. TP, what is the Teaching Point that I pulled out.
    +++ 00:01:24 +++
    And it has a little space for notes at the bottom. So I'll write in the week that we're in, and I'll go to each student that week, and fill in their spot on that little chart.
    Emma Coufel: Good job with your Picture Power! You guys go on a Snap Word Hunt, a Site Word Hunt, and find the word "we." Oh, you found it!

    +++ 00:01:44 +++
    Emma Coufel: I take those notes and I use them during literacy centers and my guided reading time. I'll go through and say, "Okay, my guided reading group needs to focus on this learning objective." Or I might say, "This, you know, huge section of the class is not getting something, I might need to reteach it." And when I have that data then I can go to my resources and say, "Okay, I've taught this student this lesson multiple times. How else can I teach it so that they can grasp it? So I take that data and use it to really propel students forward.

    +++ 00:02:16 +++
    Emma Coufel: So Brian, I think that what we're going to do is we're going to try and do a Level B, and see if you can do that. So I want to see if I have one in here.

    +++ 00:02:26 +++
    Emma Coufel: And I would say not just ELLs, I think generally not every student is going to grasp a whole class lesson every time. It's impossible to expect every student to grasp every lesson when you're teaching it whole class, because students learn differently.

    +++ 00:02:41 +++
    Emma Coufel: So Darrel, do you know what I think would be a really good idea, if you guys Echo Read it. So I want you to read it first. And then let Willow read the sentence.

    +++ 00:02:49 +++
    Darrel: "Who is under the pink umbrella?"
    Willow: "Who is under the--"
    Emma Coufel: So it's a lot of research for me about, okay, where are my kids, and what's that next step?

    +++ 00:03:00 +++
    Emma Coufel: High five! What great reading you're doing!
    Card:
    Tch
    Teaching Channel

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Think College Now School
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