LOOKING AT INDIVIDUAL STUDENT READING

Your NAME:____Hannah Jones______ Focal Child: ______Elbie Sowles_______ DATE:_____3/1/2021____

Compliment Conferring
RESEARCH and NAME
GOING WELL (name it)
● Rereading as a strategy for unfamiliar words
● Clearly separates out each word, showing that they are
all different words
● Good noticing that there’s six periods on the page
● Made voice sound really excited during certain parts of
the story
● Changed voice intonation for questions versus statements
● Using pictures to figure out unknown words as a strategy
● Using a lot of strategies throughout the book
● Really good listener-- uses lots of strategies that he
learned about in school
● Sometimes sounding out can be tricky, but it’s really good
that he keeps at it
● Keeps going when it gets hard (really good at this)
● Figured out if the word made sense
QUESTIONS for READER
● What do you think we should do to figure that [unknown
word] out?
● When you sounded out the word here, did you think it
made sense in that sentence?
● How do you know that?
● How many sentences will you have to read on both those
pages? How do you know?
● Why did you make your voice sound different when the
sentence ended with a question mark versus a period?
○ Do you know that when you do that, you’re not just
reading the words, but you’re helping me
understand the meaning?
● What’s your favorite strategy to use?
● Which strategy is the hardest to use?

(DECIDE

Adapted from: Bomer, K. (2010) Hidden Gems: Naming and Teaching the Brilliance in Every Student’s Writing. Portsmouth, NH: Heinemann.
READING AREAS TO GROW: Strategy/Decoding Concerns
● Repeats
There are no goals yet this week for the reader. ● Sounds out unknown words
● Uses previous readings to help with unknown words
● “I tried to make it so you would know there was a period.”
--ES
● Used pictures to figure out unknown words.
● “Sometimes I don’t think I’m good at reading, but I
actually am.” --ES [Confidence!]
● Doesn’t think he’s good at writing
TEACH
CONFERENCE IN FUTURE

What will you teach? How will you teach it? We could work on more efficient strategies for figuring out
N/A unknown words, especially strategies to use in place of
sounding out words.
The goal for this conference is to compliment what Elbie is
doing well.

Adapted from: Bomer, K. (2010) Hidden Gems: Naming and Teaching the Brilliance in Every Student’s Writing. Portsmouth, NH: Heinemann.