When you confer with a students, it isn’t your job to fix or edit the student’s writing. Rather, it’s to teach one writing strategy or

technique he can use in his writing and continue to use I future writing. As you confer, keep in mind Lucy Calkins’ wise advice: “We are teaching the writer and not the writing. Our decisions must be guided by ‘what might help this writer’

rather than ‘what might help this writing.’” (1994).

- Carl Anderson, 2009

Kate DiMeoKatedimeo@yahoo.comOctober 4, 2013

Mini-Lesson

*Independent Practice

Mid-Workshop Share *Independent Practice

Partnership

Teaching Share

Writing Workshop30-60 minutes, 4-5 times a week

Why don’t we confer . . . Why should we confer . . .

As a rule of thumb at least 50% of your students’ independent writing time

For example, if your students independently write for 30 minutes, you should be able to confer with 3 kids (about 5 minutes each) and meet with at least one strategy group for 10-15 minutes

You do NOT have to give same time to all students

If you got to 3 kids a day, it would take you about 2 weeks to get to 30 kids which is ok if you are beginner but . . .

EVERY KID EVERY WEEK NEEDS TO BE A GOAL!

Research . . Decide. . .

Compliment/Feedback . . .

Teach . . .

Link . . .

Prompt with questions that begin the conversation, discover what they are doing as a writer, let them do the TALKING.

Start with an open ended question . .add follow up . . .study the piece of writing

Samples:How’s it going?How can I help you as a writer today?I just saw you stop and do some work on this page. What was going on?What goals have you set for yourself as a writer?What new work have you been doing as a writer?Last time, we talked about . . .Are you having any problems as a writer today?

Challenge: Linger longer, learn more!

“I can live for 2 months on a good compliment.”

-Mark Twain

Make it matter. Give a real compliment with specific language. Compliments should encourage and motivate the writer.

Check out your previous notesConsider the mini lesson workLook for what they are almost doing but not quite

Make it a paragraph. “Don’t skimp on the compliments because they build students’ confidence, making the teaching point more accepted in the next part of the conference.”Ayres and ShubitzDay by Day

Name your teaching pointExplicitly teach (scaffold)Regardless of the method you choose; some active involvement; “you try it” is necessary

What will make the biggest difference in this child’s life right now?

Research . . Decide . . .Compliment . . Decide . . . Teach

Strong Support

Demonstration!

Lighter Support

Example and Explanation

Coaching/Guided Practice (don’t they all have a

little)

Inquiry (really who has time?)

Name the Teaching Point (set the stage) I am going to teach you . . . .Watch me as I . . . .

Think aloud and go through process step by step

Name the Teaching Point Again (restate what the child should have noticed)

The reader tries strategy out that he/she observed while the teacher coaches

Ask what did I teach you today?

Ask permission to write it in the student’s writing notebook?

Leave it on sticky note?

Do I really have to take notes?

Think about your visit to the doctor . . . Shouldn’t you take notes?

Writing Process-prewriting , drafting, revising, editing

Writer’s Craft-writing with details, using precise language

Writerly Life-writing for real puposes, writing for specific audience

Building a Conferring KitNarrative, Informational, Argument

Common CoreLearning progressionsChecklistsMini Versions of ChartsTeacher Writing (annotated)Student Writing (annotated)Mentor Texts

Student Writing

What do you see this student doing as a writer that others would benefit from?

Can you tell it in a step by step fashion?Can others writers “generalize” or copy it?

Teacher WritingWhat’s is something your writers

struggle with?Write an entry in your notebook that

will teach into that?ORLook over your work, what could

you use this to teach?

Mentor TextsWhat is this author doing?

Ideas . .where did this author get the idea?Structure . . How did the author set up the text?Elaboration . . . How did the author elaborate (tip: RF and personal narrative have the same qualities)Language Conventions . . What did the author do with word choice, punctuation, bold print etc.

Mining . . .Name is specifically. . . . The author could have but instead he . . . It looks like the author . . .

Be explicit (step by step)First . .. Then . . Finally . . .

Books You’ll Love!

Until Next Time . .

Happy Writing!