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Multiple conferring videos (various ages) are embedded in this blog post from Heinemann...

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From A Teacher's Guide to Writing Conferences of The Classroom Essentials Series
Invite students to have a real give-and-take with you.

Even though in conferences you're a teacher talking to students, you're also a (more experienced) writer talking to (less experienced) fellow writers about what writers do-come up with topics, make a plan for a piece of writing, write a lead, develop a section
with detail, use commas in a series, and so on. In this give and take, you learn about what students are trying to do as writers and how well they're doing it, and the students learn how they can do their work better.

Speak in a conversational tone.

Tone is the foundation of the good relationships you want to develop with students over the course of the school year. Speaking in a warm, friendly manner puts students at ease and makes it more likely they will talk with you about what they're trying to do as writers. What you learn from this talk helps you assess students and decide what you should teach to help them grow.

Sit alongside students, at their eye level.

How you sit with students helps you establish a positive tone in conferences. You might grab a nearby empty seat or sit on one that you carry with you around the classroom. As you sit, it's important to make frequent eye contact with students and make sure that your
facial expressions show an interest in what students are telling you.

Use "active listening" strategies.

For example, give some wait time after asking a question so that students have the time and space they need to come up with a response. Ask students to "say more" about what they tell you. And repeat what children say to check that you're hearing them correctly.
Using these strategies shows that you have a real interest in what students are saying and that you're really trying to understand them. Students will usually respond by talking to you more.

The goal of a writing conference is to teach students something about writing that they can use in the future. If you add to students' writing repertoires in every conference, they become better writers over time.

Learn more at Heinemann.com

Carl Anderson is one of the nation's leading experts on teaching writing to students in grades K-12. He dedicates his energies exclusively as an education consultant and writer.

Carl recently worked for Teachers College Reading and Writing Project at Columbia University as a Lead Staff Developer, providing staff development in the teaching of writing grades K-8. He spent school days in New York City elementary and middle schools demonstrating effective teaching in the writing workshop and coaching teachers. He gave day-long workshops for teachers at Teachers College on launching the writing workshop, conferring with student writers, mini-lessons, and developing curriculum for the writing workshop.

Carl is the author of numerous books including the bestselling How's It Going? A Practical Guide to Conferring with Student Writers, as well as Assessing Writers and the series Strategic Writing Conferences: Smart Conversations that Move Young Writers Forward Grades 3-6.

His latest book, A Teacher's Guide to Writing Conferences, is part of the Classroom Essentials series. Full of classroom video, the book helps teachers understand the underlying principles and reasons for conferring with students, and how to make writing conferences a part of teachers' daily routines.

Follow Carl on Twitter @ConferringCarl

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The goal of a writing conference is to teach students something about writing that they can use in the future. If you add to students' writing repertoires in every conference, they become better writers over time.

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mrs.justine.otte@gmail.com
twitter: @justine_otte
#EKC

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Connect with educators around the world!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Consider this list of materials to plan for setting writers up for success.

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Ideas for small group lessons

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Would like guidance for mini lessons for macro writing issues in a class

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Would like guidance for mini lessons for macro writing issues in a class

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Writing Research Decide Compliment Teach Conference

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Learning Progression - Information Writing

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Learning Progression - Information Writing

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Goal Setting Conference -- Writing -- First Grade

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AISR G2 Phonics Transfer Trends - Writing

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AIS Riyadh G2 WW - Session #4 (Dec 2022) (1)

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AIS Riyadh G2 WW - Session #4 (Dec 2022)

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AIS Riyadh G2 WW - Session #4 (Dec 2022) (2)

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AIS Riyadh G2 WW - Session #4 (Dec 2022) (3)

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AIS Riyadh G2 WW - Session #4 (Dec 2022) (4)

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G2 S1 AIS Riyadh Reading Workshop (February 2023)

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G2 S1 AIS Riyadh Reading Workshop (February 2023) (1)

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Dimensions of Responsive Literacy Instruction

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Dimensions of Responsive Literacy Instruction

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G2 S1 AIS Riyadh Reading Workshop (February 2023) (2)

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G2 Reading - Unit 3 Look Fors / Conferring Notes

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G2 Reading - Unit 3 Look Fors / Conferring Notes

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G2 S1 AIS Riyadh Reading Workshop (February 2023) (3)

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https://www.scholastic.com/teachers/teaching-tools/articles/the-megabook-of-fluency.html

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Jennifer Serravallo: Reading Strategies Book

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Jennifer Serravallo: Reading Strategies Book

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Reading Strategies Book/ Goal 4: Fluency Overview

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G2 S1 AIS Riyadh Reading Workshop (February 2023) (4)

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Want- Show example of mentor text with shared reading, or read aloud or guided reading. 

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Want- Show example of mentor text with shared reading, or read aloud or guided reading. 

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More examples of tools to use to integrate all of those parts. We were wondering if you could help us with our schedule of how to integrate all the components. For example we have 1 hour writing block, then the students have snack/recess, then we have 50 minutes for the reading block. That is the whole of our literacy time.

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G2 S2 AIS Riyadh Reading Workshop (February 2023)

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G2 S2 AIS Riyadh Reading Workshop (February 2023) (1)

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G2 S2 AIS Riyadh Reading Workshop (February 2023) (2)

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On-site visits: March 2023, March 2024, Sept 2024

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Let's revisit and apply the learning from the March onsite visit!

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On-site visits: March 2023, March 2024, Sept 2024

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Phonics Focused Small Groups (UFLI as a resource)

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Phonics Focused Small Groups (UFLI as a resource)

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AISR G2 Reading Small Group -- Strategy Group Planner

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EKC Nonfiction Text Complexity Cards (1)

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Make a copy of the document, share with collaborating teaching team for each class

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Make a copy of the planner for each G2 class. Share with collaborating teaching team.

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Make a personal copy of this progression. Highlight where you and your students currently are on the progression. Look ahead to see what is possible next step or goal.

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Conferring and Small-Group Work Progression - Teacher Reflection

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AIS Riyadh KG2-G2 Keep/Shed/Modify Reflection - Google Jamboard

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Phrases and Short Sentences for Repeated Reading Practice

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Phrases and Short Sentences for Repeated Reading Practice

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Fry Word List - Phrases and Short Sentences

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AISR G2 U3 RUOS Bigger Books Unpacking Document

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EKC Text Complexity Cards- FGH-IJ-KLM-NOPQ

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Administering CORE Phonics Assessment Slides.pdf

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Supporting Phonics & Phonics Transfer Planning (on G1 Padlet)

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Supporting Phonics & Phonics Transfer Planning (on G1 Padlet)

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Phonics Focused Small Groups (UFLI as a resource)

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Phonics Focused Small Groups (UFLI as a resource)

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PA & Phonics Application Word Study Planner - Blank

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Examples of Phases of Word Recognition (Linda Farrell)

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Examples of Phases of Word Recognition (Linda Farrell)

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Reading Rockets YouTube channel

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PA & Phonics Application Word Study Planner - Blank

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Reading Small Group Planners- Strategy & Shared Text

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Reading Small Group Planners- Strategy & Shared Text

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Reading Small Group -- Strategy Group Planner

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Multisyllabic Decoding Shared Reading Planner

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Multisyllabic Decoding Shared Reading Planner

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Condensed Planner for Multisyllabic Decoding - TEMPLATE

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Phonics Small Group Planner (Progression)

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Phonics Small Group Planner (Progression)

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Progression of Phonics Transfer Small Groups Planner 

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DRAFT Intentional Instruction- Table of Reading Lesson Types