Questions To Ask During ‘Reading Conferences’

A good reading conference should be a discussion between teacher and child. Well thought out questions will provide a clear focus or structure for the different aspects of the conference. Questions should vary according to the focus you have determined in advance. The questions below are examples and should only be used as a guide. They are broadly categorized according to their function within the conference. These questions presume the child is reading a story, not non-fiction. The questions are very general; the more familiar you are with the text, the more focused your questions will be.

Comprehension  What are the main events in the story so far?

 Who are the main characters and what can you tell me about them?

 Did any of the characters have a problem/ how did they try to solve it? Did it work? Why / Why not?

 Where is the story set? How do you know?

 In what time is it set (present, past or future)? How do you know?

 Do you think there was a lesson to be learned from the story? What might that be?

Opinions and response

. Why did you choose this book?

. What did you do when deciding to choose the book?

. How does it fit in with the kind of stories you like?

. How does it make you feel? Why?

. What is the most exciting/interesting part of the story so far? Why?

. Why is the least interesting part so far? Why?

. Why do you think the author might have chosen to write this book?

. Are there any parts of the book that remind you of other books or films or TV show?

. What would it be like to be a character in the story?

. Does the book remind you of other things happening in the world? Such as ….

Adapted from Pen 85 ‘Reading Conferences that Work’ District 8 Handbook for Balanced Literacy: November2001 Reading strategies

. Did you find this book too hard or too easy or just right?

. What do you do when you came to words that you didn’t know?

. Imagining that you are the author, how would you rewrite this part in your own words? (Draw the student’s attention to a specific part of the text).

Conducting the Reading Conference

The suggested format for a one to one conference is adapted from the work of Don Holdaway (1980), who was a pioneer of the notion of individualized reading programs. Remember that individual reading may take 15 – 20 minutes, so it’s important to be well prepared, to have a clear focus and keep on track.

Establishing rapport Make the child feel comfortable about the situation. Show your interest and ensure that she or he knows your attention is given undividedly.

Sharing Provide and opportunity for the student to share with you his or her thoughts and feelings about the chosen text. Invite sharing of any activity undertaken in relation to it, and discuss this. Share the child’s recent reading by looking together at his or her reading log.

Discussion Through careful questioning (and your own knowledge of the book), probe the child’s understanding of the meaning of the text and of the way it’s put together. Encourage the child to make critical and evaluative comments, and to relate the content to his or her own experience.

Oral reading Listen to the child read aloud his or her chosen passage from the text.

Recording Enter your observations, briefly outlining trends in reading interests, progress that’s been made, and development of reading and comprehension strategies. Make a note of areas to be focused on in future conferences. If possible, include the student in the process.

Planning and guiding Negotiate follow-up activities and discuss possible further reading choices. Provide encouragement by discussing the child’s progress. After a well-conducted conference, children should feel more positive about their learning and refreshed in their enthusiasm for reading. Adapted from Pen 85 ‘Reading Conferences that Work’ District 8 Handbook for Balanced Literacy: November2001 Adapted from Pen 85 ‘Reading Conferences that Work’ District 8 Handbook for Balanced Literacy: November2001