they look like monkey’s, but -
L starts looking for the text and points to a page in advance T: No, you don’t have to read the whole thing
L points to a paragraph in the text
T: Oh. Read that section there (Laura reads) So do you think she really . . .? L: Maybe
T: So why is she calling them monkeys?
L: Because they were really cute and she had never seen any children as cute as this T: I’m connecting to this story because I don’t particularly like monkeys. They sort of scare me, so I wouldn’t necessarily call them cute, but I can see what the teacher is saying. [PN: T models use of strategy with what she knows/feels to make a text-to- self connection. Example of a negative connection almost – finding something relatable about the text to make it more meaningful] I know that it’s hard because you’ve only just started reading, but have you been able to make any connections yet? L: Not yet. I think I will though.
T: As you go off today, here is a whole stack of sticky so that you can be looking out for something as you read.
Laura goes back to her seat and Anne writes notes. [MN: Need copies of these notes each week]
10:05
T calls Troy to the back for a conference. Begins conversation by asking if the student is still interested in his book since he’s been reading the book for a while.
[PN: No summary to start; rather, interest – does the conference start vary based upon the student? What purpose does the opening play for the teacher?]
[TN: The structure of the conferences is an aspect of the nature of the reading conference. ]
T: What is it that you’re finding interesting? I’m very impressed that you’ve been reading it for so long.
Tr: Well, he actually learned English and he doesn’t really think it’s. . he thinks it’s like new, and he doesn’t really . . where he came from, there wasn’t really anybody who stole anything.
T: What’s the name of the main character?
Tr: Um. I’m not sure. (looks in the pages – TOC, and first page)
T: The blurb is often a good place (turns his book to point to the back of the book and the summary) [PN: teacher uses terminology; use of text features]
Tr: John
T: reads snippets from the blurb ― he doesn’t know where he is. Only that he is in a strange land.‖ So the at the moment where you’re reading, is he still in the strange land? Tr: No. I’m only about a quarter way through the book.
T: okay. Has anything in particular happened? Tr: No. Not really.
T: So what sorts of things is John doing?
[PN: modeling how to determine plot through actions of character. Character a solid and accessible place to start when talking about a book]
Tr: The other people are asking questions to him T: Why is that
Tr: Because they want to know where he came from and stuff like that and he thinks spaceships are familiar [PN: as he talks, Troy flips through the pages as if using the text to guide his thinking, but he doesn’t even look at the words].
T: So, they’re all asking questions about John. So these people on this strange planet, do they think there is something strange about him?
Tr: Yeah
T: Why are they asking him so many questions Tr: well, he doesn’t really match
T: he doesn’t fit in. Tr:Yeah
T: Now this is really hard since it is a Fantasy (stresses word) book to find
connections.(15:22) Were you able to make any connections between this and other books you’ve read?
Tr: No
T: have you read any books like this before? Tr: no
T: What sort of genre books do you usually read?
[TN: categories appear to be emerging in what is going on in the conferences – the use of academic language/terminology by the teacher]
Tr: I usually read nonfiction books.
T continues to prompt to discover types of books he is interested [MN: Interest a possible category] in, but student doesn’t provide much more than he likes ―a lot of
types‖. T asks ff he remembered the plot during the break, and Tr focuses on how he put his bookmark in to remind him. He did not have to re-read.
T has student read aloud – ―if anything pops into your mind . . .‖
Tr finds where he was and interrupts as he begins to read aloud with excitement.
T asks questions about main character- ―Is the crazy wild boy that they’re talking about, John?
Tr: I think a couple of people think he is, but I am not sure
T: But when they say the crazy wild boy, they are talking about John? Tr: I think.
T: Next time you come read to me – is he doing lots of strange things that would seem strange to him? Is he doing things that would be strange in our world?
Tr: Um . . . well . . . Not much
T: So next time you come, see if you can make any connections, but really (gets up to get post-it note), I’d like you to think about this now, so when you come back next time, even more than connections, if you think – I want you to think about (writes on Post-it) ―Does John, act the same way n this strange world he’s fallen into as he did in the normal world?‖ See if he’s noticing strange things
[TN: the teacher is moving beyond the mini lesson strategy here. She is pushing him beyond just making a connection to looking more closely at the character. This is evidence of individualization of instruction.]
Tr: I don’t think he did it in his normal world. Well, maybe he did
T: What is he noticing? Is he scared? How does he feel? [Characterization – questions