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Independent Reading Conference Form/Checklist

A Reading Observation Guide for Teachers

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Use this reading conference form when observing your elementary students independent reading skills.

Reading Conference Observation Guide

Place a + before the skills or strategies the student demonstrates.

Place a - before the skills or strategies the student cannot or does not demonstrate.

Place an NA before the skills or strategies you did not assess during the conference.

Concepts of Print

  • Student holds book and turns the pages the correct way.

  • Student follows words with finger.

  • Student points to words as he/she attempts to say them.

  • Student makes up a story to go with the pictures in the book.

Student Comprehension

  • Student answers teachers questions accurately.

  • Student can retell story with main points and details.

  • Student can retell characters and main events.

  • Student adds his/her own perceptions and feelings of the book.

  • Student can tell teacher about the story before reading aloud.

Student Fluency

  • Student reads word by word.

  • Student reads with expression.

  • Student reads with intonation.

  • Student spends a lot of time decoding words.

  • Student recognizes and attempts to speak in character.

Word Recognition/Decoding

(Record examples for all of the following)

  • Student attempts to "sound out" the unknown word.
    Example:

  • Student attempts to "sound out" the unknown word using only the initial sound.
    Example:

  • Student attempts to "sound out" the unknown word using more than the initial sound.
    Example:

  • Student omits words when he/she comes to an unknown word.
    Example:

  • Student substitutes words for unknown words that are reasonable but incorrect.
    Example:

  • Student guesses words for unknown words.
    Example:

  • Student repeats words or phrases when reading.
    Example:

  • Student pauses when he/she comes to an unknown word then finally gets the word.
    Example:

  • Student asks the teacher for help when he/she comes to an unknown word.
    Example:

  • Student self-corrects.
    Example:

Additional Strategies Used

  • Student uses the pictures to help with reading.

  • Student asks for help without attempting words independently.

  • Student uses context clues to decode words.

  • Student recognizes high frequency words.

  • Student rereads to solve problems.

Attitude of the Reader

(Check one of the following)

____ Confident

____ Dependent

____ Takes risks

____ Struggles

____ Non-reader

Book Choice

(check one of the following)

____ Too easy

____ Just right

____ Too hard

Instructional Goals for Student

(Use this space to fill in student needs/goals)

____________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

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