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Conferring with student writers

Conferring with student writers. One to One: The Art of Conferring with Young Writers. Conferring with Student Writers. RESEARCH the writer SUPPORT/COMPLIMENT the writer DECIDE what your teaching point will be and how you will teach it

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Conferring with student writers

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  1. Conferring with student writers One to One: The Art of Conferring with Young Writers

  2. Conferring with Student Writers • RESEARCH the writer • SUPPORT/COMPLIMENT the writer • DECIDE what your teaching point will be and how you will teach it • TEACH the writer something, following the architecture of a minilesson • LINK: Rearticulate what you’ve taught and encourage the child to do this often as he writes

  3. RESEARCH the writer - • Begin with an open ended question that invites a student to talk about writing work • “How’s it going?” • “What are you doing as a writer today?” • Ask a question (and follow up on the response) to learn more about his writing work • “Show me where you’ve done that?” Look at the student’s writing to gain a deeper understanding • Learn what the child is planning to do next • Aim is to understand what the child is trying to do and has done, and to ascertain how you could be most helpful

  4. SUPPORT/COMPLIMENT the writer - • Name what the child has already done (or has gestured towards doing) that you hoe pthe child continues to do always. • Make this a very clear, personal, intimate compliment. • Make a whole paragraph out of your compliment.

  5. DECIDE what your teaching point will be and how you will teach it - • Choose 1 teaching point & stick to it • Will you demonstrate? Engage the child in guided practice? Provide an explanation and an example? Support the child in shared inquiry? • Ask “Based on what I’ve learned so far in the conference and in my work with this child, what can I teach that will help her become a better writer?” Remember your goal is not to just improve the writing, but to improve the writer • In some conferences you’ll decide: • To lift the level of what the child is already doing or trying to do. • Or acknowledge what the child is trying to do but recruit his working in a different direction & then help him get started on the new work

  6. TEACH the writer something • Connect: Acknowledge what the child has been doing. Tell the child what your teaching point will be. • “What I want to teach you is…” Be explicit and be sure you are teaching something that will help not just today but also tomorrow. • Teach: using one of four methods (demonstration, guided practice, explicitly telling or inquiry) to teaching the child something that writers do often • Active involvement: often you’ll nudge the child to get started trying this while you are there, or at least to talk-through how he or she might get started • Jot your conferring notes as you go

  7. LINK: Rearticulate what you’ve taught • Restate the strategy you’ve just taught by saying, • “Today, and everyday, whenever you are writing, you can…” or, “This is something writers do all the time…”

  8. REMEMBER: • Use fragments of a conference rather than a whole conference – at times • Circle the room to touch base with table of kids, simply give compliments • Stop talking and teaching for a bit & simply pull up next to children to research and decide future teaching points for individual writers or small groups – at times

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