Conferring with student writers
Think. Take a minute to recall ideas we've discussed previously about teaching writing. You might recall:
Share. Add your ideas to the board. If your idea is already posted, put a star next to the idea.
- ideas about the 'traits of writing' (as in the article by Culham)
- ideas about the language we use to talk about writing (as in the chapter from Bomer's book Hidden Gems)
- ideas about the process of writing and writer's workshop (as in the chapter from Fountas & Pinnell)
- ideas about looking closely at student writing as discovery (as in the excerpts from Serravallo)
- ideas about the progression of writing standards (as in the excerpt from Calkins)
- ideas about author's craft (from the chapters in Johnson & Westkott)
- ideas from our conversations about giving feedback and helping students to use it
Share. Add your ideas to the board. If your idea is already posted, put a star next to the idea.
Consider: How do we make these ideas actionable when conferring with student writers?
What does it look like to apply these ideas in a conferencing format?
What does it look like to apply these ideas in a conferencing format?
One Sentence. One Phrase. One Word.
As you read this brief article, highlight key sentences that seem relevant to the main idea of the article. Underline any phrases that seem particularly important to return to. Finally, circle any key words that seem like essential terminology to understand the article. For additional ideas about conferring with student writers (which might be helpful during next week's workshop), you can also reference this chapter in your book:
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Ready for some practice?
During our assessment workshop you had the opportunity to look at student writing to celebrate strengths, generate questions, and identify areas to push the writer's growth. This activity is much the same--with the added challenge of engaging in analysis on the spot in the form of a conversation with your 'student writer.'
1. Find a partner and select a student writing sample from the collection below.
2. Decide who will role-play the teacher and who will role-play the student. Students, you get to act your age!
3. Take five minutes to each review the writing sample thinking about it from your assigned perspective.
4. You will have five minutes to conference about the writing. Teachers, try to keep in mind the big ideas we've discussed!
5. If there's time, we will be able to switch!
During our assessment workshop you had the opportunity to look at student writing to celebrate strengths, generate questions, and identify areas to push the writer's growth. This activity is much the same--with the added challenge of engaging in analysis on the spot in the form of a conversation with your 'student writer.'
1. Find a partner and select a student writing sample from the collection below.
2. Decide who will role-play the teacher and who will role-play the student. Students, you get to act your age!
3. Take five minutes to each review the writing sample thinking about it from your assigned perspective.
4. You will have five minutes to conference about the writing. Teachers, try to keep in mind the big ideas we've discussed!
5. If there's time, we will be able to switch!
Follow-up Reflections
What made this process challenging?
How was this similar or different to analyzing student work outside of a conference?
Are there any big ideas you want to keep in mind when conferring with student writers in your classrooms next week?
What made this process challenging?
How was this similar or different to analyzing student work outside of a conference?
Are there any big ideas you want to keep in mind when conferring with student writers in your classrooms next week?