Conferring with Readers Chapter 11
"Even though every student in the case was a unique individual, there were patterns across students." (pg 155)
It is important to look for and notice these patterns because those patterns can influence a lesson that you may teach since you are noticing a group of children who are having the same difficulties.
"Readers that come together in a small group conference need not be reading the same book or even be on the same level." ([g.155)
I feel like teachers think that in a small group all the students have to be on the same level but that is not the case. All of them can benefit from a similar strategy that will work in any level of text.
"What I notice was that some readers needed the strategy, whereas others needed a similar strategy, but not the one that just had been taught." (pg. 156)
I think that this is something that can commonly happen when grouping students together and it is all about adjusting. Once you notice this then you may realize that these children should be in another group. It is all about what would benefit the children more and frankly, what makes the most sense.
"Based on their retelling, print work, fluency, intonation, and inference and interpretation...." (pg. 160)
There is so much that can go into grouping students that you may not realize at first.
"I want to get all of the students actively working right away." (pg. 165)
Students should not just be sitting there in a group conference. If the teacher is helping one student then the rest of the kids need to be reading/practicing on their own.
"I recommend trying to maintain a balance of individual and group conferences." (pg. 166)
Students still need that one on one time with the teacher and in a small group even when the teacher is just working with one it can be distracting. Also they mention how students need time on their own to practice the strategies that they are taught and if you just stick to group conferences then you may be seeing this child too often.