Today I just wanted to check-in and see how reading is going for you. Can you read a bit to me? Today I just wanted to check-in and see how it is going for you.
Heart Of Conferring By Tanya M Pfeiffer And Jennifer Wessberg: 2018
It really helped me understand how they reacted to that situation. I noticed that you broke the word into chunks that you knew and then blended it back together. What a great strategy! It can be a simple post-it, note in their writing notebook, etc. What did you think about it? What are you working on?
Can you show me where you tried that out? How is the strategy going? What about the strategy has been tricky for you? What are you most proud of in this piece?
You wrote about your dog. It sounds like you love him a lot! Also make sure it is something in their zone of proximal development or something they can apply in future pieces. Keep it simple! Use one example to show them how.
Conferring: Getting to the Heart of the Writing Workshop Summer
Leave behind a post-it or something in case they forget. Share this: Twitter Facebook. Like this: Like Loading Published by literacylovinlab. Leave a Reply Cancel reply Enter your comment here Fill in your details below or click an icon to log in:. Email required Address never made public. Name required. Post to Cancel. Zooming in on what students need to DO the skills that help learners make sense of the content offers possibilities for a conference. The chart below might help you envision conferring choices across disciplines:. When we gain confidence in what we could teach in a conference, having a structure as to how the conference might go is helpful.
I have found that when I work for a conference to be supportive and positive, and not a question and answer session, it helps shift my lens to one of admiration rather than one of critique. Choosing how I show up in a conference creates a space to honor what the learner is doing and determine possible next steps.
Once I have clarity in my purpose, a framework is helpful to keep the conversation focused, yet productive.
The terminology might have slight variations, but what remains constant is we as teachers approach the conference with the intention of looking at what a student is doing and teaching the student an explicit strategy that will help them grow as a reader, writer, mathematician, historian, scientist, artist, etc. Using language that is supportive of the learner is essential to honing your conferring practices. Having language prompts see chart below at your ready is one helpful strategy if you are entering into this work.
Once you start conferring consistently, you will find language that feels most authentic to you, your students, and your discipline. Download here. Or am I conferring? It might be risky, but it will be worth it. Anderson, C. Portsmouth, NH: Heinemann. Goldberg, G. Thousand Oaks, CA: Corwin. McGee, P. Feedback that moves writers forward. See her MiddleWeb post with links to online resources. Serravallo, J.
Prior to coaching, she taught middle school language arts for 12 years. Katie has written literacy curriculum for the middle school, and she coaches in classrooms regularly. Tags: content areas disciplines feedback framework individualized instruction Katie McGrath prompts teaching conferences. MiddleWeb is all about the middle grades, with great resources, book reviews, and guest posts by educators who support the success of young adolescents. Your email address will not be published. Notify me of follow-up comments by email.
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A Framework for Conversation
Storytelling — The Heart of Teaching and Learning. Evaluate and Refresh Your Literacy Resources.
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