What Are You Reading?: Reading Conferences with High School Students

For many years teacher-student conferences have been an important component of writing instruction at the high school level.  Many teachers require writing conferences while students write essays or research papers.  They include these productive conversations into their class periods as well as before school, after school, during lunch and prep periods and even online.  Students receive individual feedback that improves their writing.

So why, then, do most secondary educators neglect reading conferences?  When I taught high school, I never thought to include them either.  Most secondary level teachers do not see themselves as teachers of reading the way they see themselves as writing teachers.  However, this mindset is slowly starting to change.  As we move from teachers of literature to teachers of literacy, we need to find time to talk with students about their reading.

Several years ago I read Penny Kittle's book, Book Love.  Anyone who knows me or my ELA department knows how transformative this professional text has been to our school community.  Independent reading plays an important role in our work with students, though it has taken us some time to see where and how to add reading conferences into the mix as well.  In Book Love, Penny dedicates an entire chapter to reading conferences, which has been so helpful to understanding the purpose and the architecture of a reading conference.

The Reading Conference
Penny outlines a few types of conferences - reading life, reading strategy and reading for complexity. At this point in our professional growth, most of our conferences are "reading life" conferences.  This means teachers individually meet with students to talk about who they are as readers and to help them set reading goals.  Questions teachers may ask are:

• What are you currently reading?
• What is your favorite book or author and why?
• What is the last book you abandoned and why?
• Where do you like to read most?
• How long can you read in one sitting?
• From where do you get book recommendations?

The answers to these questions help teachers make book suggestions as well as offer guidance on students' reading behaviors.  If a student says she can only read for five minutes at a time, there are many follow-up questions the teacher asks to understand why this is so.  The possibilities range from the student picks books that don't intrigue her to her reading spot is too distracting to she may need glasses!

Finding the Time
I know what you're thinking.  "This all sounds great, Heather, but when does one find the time?"  Let me say first, then, I understanding the constraints secondary educators have.  If you still teach in a school where a bell rings every 42 to 45 minutes, you cram lots of learning into a class period that is already too short.  Those of us with periods of an hour or longer do have an easier time of it.  No matter the period length, though, it is about prioritizing reading conferences in your plans because reading conferences make you a better teacher for your readers and help your students have richer reading lives.   Some scheduling options are:

1. Meet with one student each class period for three to five minutes while other students engage in an opening activity.  By month's end, you will have met with every student at least once.  You could do this each month, or do it three times a year.  
2. Dedicate several full class periods to reading conferences.  As other students work on a research project or a group learning experience, you meet with students for conferences, usually speaking with five to six students in one period. 
3. Use all those shortened days or days before breaks, hosting conferences more sporadically throughout the year.  
4. Schedule reading conferences during a prep time or lunch time just as you might a writing conference.  
5. Try a combination of one or two options! 

I do not have one "right way" to find time to schedule reading conferences.  With a little trial and error and a solid commitment to the practice, you will find something that works for you.

I promise you, it will be time well spent.  You will know your students better.  You will design more meaningful reading lessons because you will understand their needs better.  You will engage in productive, meaningful conversations with them about reading and books that inspire them to read more than they thought they could.  And, if all goes as we hope, you will help them nurture reading life that will extend way beyond their time in your classroom.