Dear Colleague,
This week we'll begin to examine writing conferences. I will admit that when I first began conducting conferences, I frequently felt overwhelmed. Conferences lasted longer than was productive for the student or for his or her classmates and, paradoxically, I never felt that I'd said enough. What I knew for sure was that I was always behind. Eventually I adopted a procedure (first introduced to me by Paula Flemming, a reading and writing specialist from Peterborough, New Hampshire who adapted the work from Peter Elbow) that allowed me to stay directed and productive. Later, when I began to organize my instruction around six traits, I added sharper focus to my conferences. For some, the procedure I outline here is going to feel too rigid, too constrictive. And I should point out that I remain natural -- saying what I feel most compelled as a fellow writer to say in the moment. But learning to keep conferences focused, explicit, and efficient changed my writing instruction. So perhaps you will look at my procedure and find tips for modifying your own. The procedure I use has four steps: reflect, point (to what's working well), question, and teach one new skill. Today's newsletter focusses on the first step: reflection.
P.S. If you wantj to jump ahead to learn more about all four steps of the writing conference, the entire text of No More "I'm Done!" is posted online. |
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Reflect
After the student finishes reading the piece to me, I reflect what I've heard. If Nicholas writes, "My dog sleeps in my bed and takes up all the room," I say: "Nicholas, you wrote about your dog that sleeps with you and takes up all the room!" This may, at first glance, seem like a totally unnecessary step. But time and time again I'm reminded of how valuable this technique is. First of all, it is amazingly gratifying to hear your words reflected back at you. You'll notice that most of your students grin from ear to ear as you reflect. Second, many students respond to my reflection by extending-orally filling in the gaps. For example, Nicholas might say: "Yeah, and my dog is a Saint Bernard so he comes up to here, and he drools, too." To which I will respond, "Nicholas, those are quality details. How can you add them?"
You, the astute teacher, will notice that I did not say, "Would you like to add them?" which frequently prompts the student to say "No, thanks." But that how word-now that's one of the best tools in our kit. Nick will offer his best solution: "I could write that here," or "I could add a spider's leg," to which I will nod and say, "Excellent. Off you go." End of conference.
Remember, Nick only needs to be pointed in the direction of one improvement for now. He will come back when he has proudly made his revision and we will go on from there. This is the power of reflection.
Spider legs.
Purpose: To add information or details.
Directions: Students write a detail on another sheet of paper (the same size and type of paper they have chosen for their draft). They cut out the detail to create a strip (a leg). Then they tape the leg to their original draft, in the margin, approximately where the detail would be inserted. Students fold the legs over onto the draft page before filing it in the folder.
Comment: I love spider legs because rather than simply adding details at the end of what they've already written, writers think about the very best placement for the detail. Adapted from the upcoming study gudie for No More "I'm Done!" Fostering Independent Writers in the Primary Grades by Jennifer Richard Jacobson |
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 Writing Tip
Because we view conferences as a limited time to provide one-on-one instruction, we often try to cover way too many skills in a single sitting. We tend to look at the paper in front of us-which reveals all of its flaws-instead of looking at the very young student. Remember: our job in the writing conference is not to correct a paper, but to teach a budding writer! The aim of the conference should not be to impart all of our knowledge, but to share one thing that's going to support genuine writing growth |
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No More "I'm Done!" focuses on nurturing independent primary writers. In addition to suggesting a classroom set-up and routines that support independence, a year of developmentally appropriate minilessons is provided.
Preview the text online here.
To listen to a podcast about the book go here. |
Let Andy Shane and Dolores Starbuckle help you build a positive community of learners.
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for primary teachers
