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Anecdotal Notes Gallery Walk - Explore and Reflect

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Taking a forever stance with conferring...

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@justine_otte
#EKC

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

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Ch. 5 from A Guide to Writing Workshop Provisioning a Writing Workshop

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Ch. 7 from A Guide to Writing Workshop Inside the Minilesson (Grades 3-5)

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Relevant Workshop Conversations, Interviews and Content...

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Heinemann. A division of Houghton Mifflin Harcourt.

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Heinemann Professional Books Published in 2023

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Ch. 8 from A Guide to the Writing Workshop "Differentiated Feedback"

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Videos, assessment and curricular resources

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Resources | Teachers College Reading and Writing Project

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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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In Grade Level Teams - Collaboratively plan a minilesson using this template.

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Promise support/encouragement as they take risks

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Promise support/encouragement as they take risks

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I promise to uplift them as learners. I promise to encourage students as they are learning and growing.

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Promise to enjoy writing with them through celebrating and challenging their learning.

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Promise to enjoy writing with them through celebrating and challenging their learning.

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I promise to help each child become a better and more  confident writer.

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I promise to help, support, learn, encourage...

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I promise to help, support, learn, encourage...

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I promise to create an open and safe space for them to explore and create.

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Promise a safe environment for learning and making mistakes 

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Promise a safe environment for learning and making mistakes 

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Promise to honor the successes and feed forward!

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Promise to honor the successes and feed forward!

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I promise to support their growth as  writers!

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I promise a safe environment to make mistakes and learn new things.

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Promise to support them in any way they need

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Promise to support them in any way they need

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Promise to guide them in the right direction as best I can. 

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Promise to guide them in the right direction as best I can. 

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GOTS: Possible thought process/approach to lesson planning
WANTS: Examine use of mentor texts and collaborative scoring

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Got: Great way to organize my thinking and planning of each unit/lesson

Want: more practice with planning (for me!)

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Got: The breakdown of the lesson
Want: Time to plan with grade level team

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intrested to hear more about how you would handle student inquiry/questions during the mini-lesson that aren't "on topic".

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Got: A good insight on how to plan and work with the kids with the workshops.
Want: Practice and planning with the grade level team. Learn more.

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Got: structure and rationale behind the workshop model allocation of time
Want: feedback on our planning! How we're going, what to improve

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Conferring to Amplify Inquiry and Honor Agency

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Conferring to Amplify Inquiry and Honor Agency

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Writing Research Decide Compliment Teach Conference

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Working with a partner review the student writing and role play conferring.

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Blog post from Heineman with Carl Anderson. Includes tips and video examples.

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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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Got - I appreciated seeing more detail regarding what a 1-1 conference should look like.  The tools for recording those conferences will be especially helpful.

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Got - I appreciated seeing more detail regarding what a 1-1 conference should look like.  The tools for recording those conferences will be especially helpful.

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Want - I'd love to hear about how other teachers set up in advance the ways that students can "help themselves" so as to not interrupt your conference. Thanks!

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What feels successful? What feels challenging?

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TC Pre-K-G6 Narrative Writing Progression

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TC Pre-K-G6 Narrative Writing Progression

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My students are writing!  A lot!  It's awesome.  I'm hearing less and less people saying, "I'm done!"

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When to find time/space to conference. When do students go back to improve their writing? Is the idea to go through a lesson a day or is there space to slow down?

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A little challenging creating student ideas. Some have been struggling to create a list of small moments.

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A little challenging creating student ideas. Some have been struggling to create a list of small moments.

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Not getting as many lessons done as I thought

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Not getting as many lessons done as I thought

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stamina!

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Students are exploring different ideas for writing. They have been Risk-Takers! Well done on them!

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Most students are excited about writing and wanting to write. They are finding the connections between the reading we are doing and the writing they are beginning

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More specific management strategies on using the learning progression and creating small groups.

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Examples of using the progression. Reassurance that it is a meaningful but doable process

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GOTS= G1-G5 Learning Progressions are the perfect companion to teacher "rounds"/conferring tool. My newest best friend!

WANTs= How to move students along without making it overwhelming for some of them given that their initial performance 3-4 grade levels below expectations.

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I see the progression for ideas through publishing.  How do we fit that in with the books that we are working through when the book doesn't talk about anything but the first two stages at this point.

Yay for more examples of conferring notes.

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Loved the emphasis on the progression chart.

The snapshot of how long different parts of the writing process "should" take was helpful too.

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Small Group Session

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Amanda small group on information writing

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Predictable Needs Grouping

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Predictable Needs Formative Boxes - PASPOA 3-5

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Noticing Trends Strategy Grouping

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Small Group Strategy Lesson Guide

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toolkit to keep with us

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Google slide Anchor Chart Info Writing Unit Example

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Google slide Anchor Chart Info Writing Unit Example

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EKC

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3 things I learned
2 things I am trying
1 wondering I still have

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3= Most time is for kids, anchor charts to help students when we are conferring with others, make time to share
2= Using the conferring notes, coming up with a game
1= How to motivate students who don't enjoy writing

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I learned about the power of the demonstration notebook, strategies to anticipate and keep track of data to plan small group instruction, and how to provided meaningful feedback within the workshop model!
I am trying to bring the learning progression and checklist with me and use them as I move through groups of students and collect data on their needs/progress. I am also trying to create engaging displays/posters/stickies to crystalize lessons.
One question I still have is how to best discuss with my grade level team and determine what the expectations might be for writing given our current students have less experience with the workshop model than expected and are ELA students.