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LINK- Ask the student to restate the strategy or technique that you taught
and encourage him or her to use it in the future
5. Use LANGUAGE that will be helpful to the student. Speak in terms of
writer to writer or author to author. Consider what you know and do as a
writer. Deliberately monitor the words you choose.
4. CONNECT your teaching point to the mini-lesson ONLY if that is the
strategy or technique the student is already trying to use.
3. Keep some kind of RECORD of your teaching points with each student.
After the conference, REFLECT. Can you state what you taught the writer?
Observe the writer and re-evaluate the message you sent. Be sure to revisit
the strategy in the future to see if further instruction is necessary.
Have notes!
Have a system of recording your conferences that is quick and easy. You
dont want to waste time between conferences trying to write a lot down. It
should take you a maximum of 30 seconds per child.
Your notes need to be portable. Keep prior weeks notes with you so you
can refer to them.
2. Involve students in a VARIETY OF CONFERENCES:
One-to-One Conferences (teacher and student)
Whole-Class Shares (class observes you in a one-to-one conference)
Quick Shares (celebrations)
On-the-Run Conferences (1-2 minutes, teach the student something so he
or she can quickly move forward)
Peer Conferences (groups of students)
1. PAY RAPT ATTENTION TO THE WRITER. Let the writer know you care
and are genuinely interested in him or her both as an individual and as a
writer.
Management that Makes One-to-One Conferring Possible
It works well to move among the children, conferring with them at their
work places, dotting around the room with our presence
Conferring with 5-6 children a day allows us to work with at least one child
from every section of the room
We can make our presence matter more if, when talking with one child, we
encourage nearby children to listen in. However, we deliberately ignore
these listeners, looking intently into the face of the one child.
We teach children that when we confer, we dont expect other children to
interrupt the conference. Another child can come close and listen in, but