Get some ideas for what to write down during brief, purposeful conferring sessions. 

These questions will lead to a meaningful, instructional conference, whether we've read the book or not.

We are passionate about curricular coherence. ConferringNotebook.com helps us to easily and effectively align instruction and support. 

Click the links for lengthy samples that show our thinking, and shorter formats that reflect what our writing typically looks after a conference.

Watch this brief video of Mrs. Baker conferring with her kindergarten student about his behavior. 

This simple lesson will help our youngest learners elevate their level of writing by adding details.

Help students take ownership of their learning and behavior. Download and take a look at examples.

Use this printable conferring form to jot down snippets of information from students to build strong relationships!

Whether we are in-person or virtual, recording student information is vital. 

Take a look at a few ideas to get you started. 

Print off one of these menus to help your students remember the strategies they have been taught.

Setting up your paper/pencil conferring notebook couldn't be easier. Watch a tour, and download all the forms you'll need in one place. 

Ready for a new year of conferring?—Print these calendars for your notebook!

By sending information ahead, students and teachers can pick up right where the learning left off. 

Here is the reading conferring sheet for use with the paper/pen conferring notebook. 

Watch how a calm, respectful, focused conversation like this one can lead to accountability and growth.

See how we track growth.

Pam skillfully coaches Nicole to write more effective summaries when reading fiction.

How do we use assessments to guide our above-grade-level students? 

Take a look at Kristin's view of the Conferring Notebook, and get your free trial. 

Three teachers share their next step ideas after hearing a student read their work. 

Watch Gail confer remotely with 6th grader, Griffin, on making inferences.

Watch and listen as Rhonda helps Christopher narrow down a topic. 

Watch how this one-on-one behavior conference focuses on what this student needs to progress.

This must-watch video models respectful and straightforward language to a student who is not following through with the expectation to read each day.

Next year's teacher can begin instruction on day one because of this important feature. 

Conferring forms hold valuable information, but managing the papers can be a bit of a challenge.

Rachel and Gail discover Brian is beginning to use the strategy of back up and reread with automaticity, so they decide to layer on another strategy to help him reach his goal of reading fluently and accurately.

We just love watching Beth work! If you watch this conference, you'll see why.

Witness a clear conference and how our conferring sheets help keep our students, and ourselves, accountable. 

What about students who want a goal other than the one we think they need? Listen in.

In this conference, Bobby, a third grader, learns how to improve his comprehsion. 

Ruby had a cold. Ruby doesn't feel like reading. Ruby doesn't feel like conferring. What's a teacher to do?

Beth Lawson is checking in with Jeffery to see how he is doing with his goal of sticking with a book from beginning to end.

This three-part video shows how Gail and Rachel move a very strong fifth-grade reader to expand his vocabulary.

Using data from the spring helps us move seamlessly forward with instruction in the fall. 

This is proof that a conference can be focused, intentional, and brief! 

These two forms will help keep accountability for strategy use in between conferences high.

This video shows Mary and Gail as they observe Fatima and which skills she brought to first grade.  After just a few short minutes, they are able to identify many of Fatima's skills and make decisions on her goals and next steps.

There is a delicate discussion we have when conferring with a student who is attempting to read a book that is too hard.

This powerful tool leads to improved conferring.

Character development is discussed.

A classroom calendar increases accountability and reinforces to students that they are worthy of this high-quality time with their teacher.

This one simple sentence frame can help us provide meaningful feedback. 

A conversation we had with Donald Graves changed our thinking and form.  

Regie Routman once told us that when we assess a stuent we need to share the results with them, as they own the results.

Take me to a place sends the reader back into the text to find evidence to support his/her thinking.