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4 examples of conferring with writers in various grade levels.

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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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justine@erinkentconsulting.com
https://www.linkedin.com/in/justine-otte/

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Connect with educators around the world!

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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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Introduction
A Very Brief Introduction to Principles, Research, and Theory, and How to Use This Book
The idea for a book of writing strategies exists many times over. This one is possible only because of the great books that have come before it. There are books suggesting writing strategies meant for professional writers and college students, such as those by Noah Lukeman, Roy Peter Clark, and Janet Burroway, among others. There are countless examples of excellent compilations of writing strategies in books written for teachers of writing, such as Fletcher and Portalupi's Craft Lessons Series, Barry Lane's After "The End" (1993), Carl Anderson's Strategic Writing Conferences series (2008-2009), Donald Graves' many books, Katie Wood Ray's Wondrous Words (1999) and other titles, Katherine Bomer's books, Georgia Heard's books, Nancie Atwell's In the Middle (2014) and other resources, Lucy Calkins' Units of Study series, and many more. My aim in this book is to offer my favorite, most useful collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. I want to offer you a little bit of everything. I streamlined the language and examples, and I present the strategies in a format that is organized so that the busy teacher can find just the right strategy at just the right moment. Of course, you'll elaborate on the streamlined language and make it your own.

But wait-before you dive in, I'm so glad you're taking the time to spend a few moments with this "Getting Started" introduction. In this introduction, you'll gain a helpful overview of the thinking that undergirds this book's ideas as well as an overview of its organization. You'll learn about strategies and all the aspects that I chose to include to elaborate on them-mentor texts, prompts, lesson language, teaching tips, and more. You'll learn how to navigate the pages of the book so you can find what you're looking for quickly and easily, for this is not a read-every-single-page kind of book (unless you want it to be). You'll get a quick crash course on some important terminology and concepts that will help you use this book to its fullest- thoughts about writing as a process, and modes and genres of writing, for example. And finally, you'll learn how to adapt what's in the book to fit your students' writing time in the classroom, no matter what form that time takes.
Click here to download more of the introduction of this book.
Goal 1: Composing with Pictures

Strategy Go back to your picture(s). Point to the part or picture that teaches something important about your topic. Touch or turn to the next part. Tell what new fact about your topic this part of the picture or this page teaches.

Lesson Language If I wrote or drew to teach, then when I read my writing back I'm going to make it sound like a teaching book. I'm going to tell my reader the facts I wrote about. Let me show you. I drew a picture of a big T. rex. I know a lot about them so I added a lot of details in my picture. I'm going to touch one part and teach what that part says. "The T. rex had very large jaws with big sharp teeth." Now I'm going to touch a new part and teach what that part says. "The T. rex had very short arms. It would only run using its hind legs."

Goal 2: Engagement - Independence, Increasing Volume, and Developing a Writing Identity

Strategy First, identify the problem you're having. Then, check the spot in the room, a resource, or a friend that might help you solve the problem. Try a solution. If it doesn't work, try something else.

Teaching Tip This strategy, like "Use the Room" that appears earlier in this chapter, assumes that there are things in the room that can be helpful, and that you've taught children how to use them. For example, in a primary classroom a word wall may help a writer to spell high-frequency words. If you've introduced and used mentor texts, then having these available for children to reference on their own could help them. Sometimes the problem might be that they need to work in a new spot in the room because of the amount of distractions at their current spot. Brainstorm possible problems with your students, and come up with a list of resources and solutions. Or, this strategy can be like a culmination of past teaching from this and other chapters.

Goal 3: Generating and Collecting Ideas

Strategy Decide on a new place to visit. Go there with no more than a notebook and a set of listening ears and observing eyes. Let yourself pick up on conversation and details of the person. Jot down what you observe, and also what you imagine, about the people you see.

Teaching Tip This strategy will take you outside of the classroom, so it would work well as a whole-class lesson followed by a field trip, or as a suggestion to a student, group, or class for independent writing outside of the school day.

Goal 4: Focus/Meaning

Strategy Think about a memory and all the events that are part of that memory. Think about what's important about that memory, or the big idea the memory leaves you with. Identify the one part of the memory that feels the most important. Write some ideas about what's important about it, and why it's important. Try to write just that one smaller part of the larger moment. Tell it bit by bit.

Teaching Tip The amount a writer will be able to reflect on the overall significance of a small moment will depend on her maturity level and experience with writing. For younger children, you may want to suggest choosing a small moment that will make a good story, rather than one imbued with a deep or heavy significance, or simply encourage them to narrow down the window of time

Goal 5: Organization and Structure

Strategy Before beginning to draft, visualize the shape of what you're going to make. Create some sort of quick visual, in pictures or in words, to represent the overarching structure. As you write, check back to see where you are in your plan.

Teaching Tip This is going to be most helpful after students have learned a variety of ways to structure their pieces and have been introduced to a variety of graphic organizers that would help them to organize, or shape, the information into a structure.

Goal 6: Elaboration

Strategy Think about the subtopics for which you'll want to collect information. Write each of your subtopics as a heading on a notebook or booklet page. As you find new information for your topic, think, "What page in my notebook should this go on? Which subtopic does it provide details for?"

Lesson Language I just found this interesting fact: Ballerinas really wear out their shoes. Many go through as many as 2-3 pairs per week! I'm going to look across the pages of my booklet to see where this would best fit. Would it belong in the section called "Types of Ballet Positions?" No, that's not about the positions. Would it go in the section called "Famous Ballets?" No. "What Ballerinas Wear?" Well, I do talk about pointe shoes in this section, so it might be cool to add this fact about how many pairs of pointe shoes the average ballerina needs. I'll keep the fact here.

Goal 7: Word Choice

Strategy Find all the action verbs in your piece. Focus on any that you think aren't as clear, precise, or exact as they could be. List several options for what might replace that word (use a thesaurus if you need it!). Choose the word that best matches your meaning.

Teaching Tip For this strategy to work, children will need to understand what an action verb is, so identification of verbs is a first step in this strategy. Many teachers weave in some instruction during other balanced literacy components such as word study, read-aloud, and/or shared reading. You could also plan to teach direct minilessons to the class or small groups for those who do not understand parts of speech.

Goal 8: Conventions - Spelling and Letter Formation

Strategy When trying to spell a word, try to visualize where you've seen it written and how you've seen it written before. It may help to close your eyes. Then, in a margin or on a piece of scrap paper, write how you think it's spelled. Try it a second or maybe even third way. Look back at what you've written and ask yourself, "Which of these tries looks right to me?"

Prompts

Check off the parts that look right to you.

Write the word as you think you've seen it before.

Which parts look right? Which part looks off?

Do you think there are some letters missing?

What part of that word is tricky for you?

The part you're trying to spell is also in the word _______. Does that help?

Goal 9: Conventions - Grammar and Punctuation

Strategy Find two sentences that talk about the same topic. Think about the relationship between those sentences. Choose a connector word and try combining the sentences into one. Reread and decide if you like the combined way or original way better.

Lesson Language Here's one spot in my draft where I have two sentences that I
think go well together. I wrote: "A dog is something that can keep you company. A dog
can cheer you up." What's the relationship between those two sentences? They both have
to do with something that is positive about owning a dog, so I think they are related. I'm
adding more information on. I'll try using and to combine those sentences: "A dog can
keep you company and cheer you up." Here's another spot: "I would love to have a dog.
My mom won't let me have a dog." What's the relationship between those two sentences?
The second sentence gives more information that feels in contrast to the first. I'll combine
them with however: "I would like to have a dog, however my mom won't let me." The
new sentence I made seems clearer and more to the point.

Goal 10: Collaborating with Writing Partners and Clubs

Strategy Talk with your partner about your goals (for the writing period, for the week, and/or for writing work to take place at home, and so on). Discuss together how you might get that work done. Write the goal, and make the promise...then check in with your partner soon.

Teaching Tip Reflect on your own life and goals you've set out to accomplish. Now think about how successful you've been and whether or not you made your goals public ahead of time. I know that when I share my goals with my partner, my friends, my colleagues, my editor, I am more likely to get things done. The built-in accountability, the opportunity to celebrate together, the lifeline of support in case something does not go according to plan-these are invaluable.

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Writing Strategies Book by Jennifer Serravallo.

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Collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. Organized so the busy teacher can find just the right strategy at just the right moment.

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What opportunities exist in the workshop framework to support and strengthen foundational skills development?

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Take time to unpack and get clear on the learning before each unit. Begin to record adaptations and adjustments to the unit.

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Make a copy of this document for each grade level team. Collaborate on the unpacking protocol, discuss your findings and record on the grade level copy of the document.

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Template Unpacking & Adapting TCRWP Units 

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"Finally, a book that has the power to stop the literacy pendulum swings! In Shifting the Balance, Burkins and Yates skillfully explore 'balanced literacy' and 'the science of reading' to find the sweet spots where they overlap, connect, and actually complement one another. The result is a resource that raises our level of instruction while helping children discover and reap the joyful rewards of reading."

"What are the research-based, critical elements for teaching reading? In Shifting the Balance, Jan and Kari give you the information, classroom examples, and tools to help you make the best decisions around six key shifts for instruction. After reviewing the misunderstandings, the science, and the needs of your students, you will be able to audit your current practices (individually, in a PLC, or system-wide) to provide responsive and effective literacy learning for all your students."

"In Shifting the Balance, Jan and Kari invite us to reflect and reexamine our beliefs about teaching reading. They gently nudge us to rethink and possibly adjust our early literacy practices. Jan and Kari have taken on this controversial topic by embracing vulnerability and modeling what it means to be truly reflective practitioners. This book is a must read for new and veteran teachers!"

"In Shifting the Balance, Kari and Jan have masterfully dispelled many of the myths and misunderstandings associated with reading instruction. Additionally, they offer classroom teachers and coaches six simple, practical shifts that have the power to transform the way we teach children how to read. Indeed, balanced literacy and science do exist in harmony, and we practitioners can offer our children both concurrently. Thank you, Kari and Jan, for this important work that is sure to change lives!"

"In Shifting the Balance, Jan Burkins and Kari Yates provide a safe space for teachers to courageously examine some long-held balanced literacy practices and turn a critical eye to where those practices have gotten out of balance. If you're willing to be vulnerable and move towards resolving the gap between research and practice, this book provides actionable steps you can take to shift your thinking and bring instruction into alignment with the scientific evidence."

"Shifting the Balance is a welcoming opportunity to reexamine our familiar teaching practices. Without judgment, Burkins and Yates invigorate these practices by inviting educators to make scientific shifts in the systems that have been in place for years. This book will revolutionize reading instruction and in turn, the lives of countless students."

"This book speaks to teachers. It is overwhelmingly clear that Jan Burkins and Kari Yates have been and are immersed in the world of today's classrooms. Shifting the Balance will help many rethink instruction in ways that will support all students. In the current version of the Reading Wars, it is difficult for any of us to say we were wrong about some of our beliefs or practices. And thus, few do. However, Jan Burkins and Kari Yates have done just that. This is as commendable as it is unusual."

"This book found me at just the right time! Shifting the Balance gives voice to the questions I've had in my mind about Balanced Literacy and the Science of Reading and provides clear insights on how to connect the best parts of both to benefit early readers. Throughout the book, Jan and Kari confirm practices worth holding onto while providing actionable next steps I can't wait to implement with students to strengthen my reading instruction."

Dr. Jan Burkins was an elementary classroom teacher for seven years and a literacy coach for seven years. She has worked as a part-time assistant professor, a district literacy leader, and is currently a fulltime writer and consultant.

Kari Yates is an author, speaker, consultant and staff developer with a passion for helping busy literacy educators thrive. Her experiences include classroom teacher, special education, Reading Recovery teacher, elementary principal and district literacy coordinator.

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Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

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Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

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In this much anticipated follow-up to their groundbreaking book, Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom , authors Jan Burkins and Kari Yates, together with co-author Katie Cunningham, extend the conversation in Shifting the Balance, Grades 3-5: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom. This new text is built in mind specifically for grades 3-5 teachers around best practices for the intermediate classroom. Shifting the Balance, Grades 3-5 introduces six more shifts across individual chapters that: , they aim to keep students at the forefront of reading instruction.

Zoom in on a common (but not-as helpful-as-we-had-hoped) practice to reconsider

Untangle a number of "misunderstandings" that have likely contributed to the use of the common practice

Propose a more science-aligned shift to the current practice

Provide solid scientific research to support the revised practice

Offer a collection of high-leverage, easy-to-implement instructional routines to support the shift to more brain-friendly instruction

The authors offer a refreshing approach that is respectful, accessible, and practical - grounded in an earnest commitment to building a bridge between research and classroom practice. As with the first Shifting the Balance

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Shifting the Balance, Grades 3†"5 (English Edition)

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Shifting the Balance, Grades 3†"5 (English Edition) eBook : Cunningham, Katie, Burkins, Jan, Yates, Kari: Amazon.it: Kindle Store

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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About the Community | Erin Kent Consulting (EKC)

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A few special gifts for signing up now: a strategy call with Erin Kent or an EKC Senior Strategist to get started using the EKC Community to support your current literacy initiatives; and 5 free spots in our live, virtual winter courses ($1495 value!)

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Leave any questions, ideas or worries here. We can look into them together in upcoming sessions. Please indicate if you are joining session with K-2 or 3-5. Thanks!

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Examples of the approach

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Use this document to support planning the classic minilesson with a PYP lens.

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Mini-Lesson Planning Sheet w/ PYP Essentials

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Use this approach to minilessons/whole group lessons when additional scaffolding is needed to bridge towards independence.

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Your writing lesson was well-modeled, clear, and engaging, but your students were still at a loss when it came time to write independently. Why? There's a good chance your kids needed more time in the "We-Do" phase of the gradual release model. In this book, Leah shows you how to maximize practice and coaching to better prepare students to write meaningfully on their own. Through the use of uncomplicated structures and systems, she walks you through choosing the right level of support for various teacher goals and student needs. You will get guidance on how to: Identify the components of effective writing, Use specific writing techniques or "sessions" in your daily planning, Differentiate strategies by grade level and student development, Improve classroom collaboration, and Build flexibility when responding to students in the moment. Some great writers are born, but many more are made. Allow We-Do Writing to help you nurture young writers by providing them with the skills and confidence to soar.

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"We-Do" Writing | Maximizing Practice to Develop Independent Writers | Professional Development Book for Educators | Grade Level K-5

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Your writing lesson was well-modeled, clear, and engaging, but your students were still at a loss when it came time to write independently. Why? There's a good chance your kids needed more time in the "We-Do" phase of the gradual release model. In this book, Leah shows you how to maximize practic...

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Phonics Focus Small Group Planning Template

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Phonics Focus Small Group Planning Template

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Writing Strategy Group Planning Template

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Writing Strategy Group Planning Template

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 Template- Writing- Strategy Group Planner

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Source: https://thesixshifts.com/

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Research shows that vocabulary is the best support for students' comprehension of narrative and information texts. Often, vocabulary instruction focuses on a few target words in specific texts. However, to understand the many new words in complex texts students need to know how words work. This book, written by an award-winning authority on reading instruction, shows teachers how to make small changes to teach more words and also how words work. Many of these small changes involve enrichments to existing vocabulary practices, such as word walls and conversations with students. Each chapter includes descriptions of teachers' implementation of small changes to support big gains in students' vocabulary. This book, which has sufficient depth in research and theory for graduate and undergraduate courses in vocabulary instruction, also offers practical steps that K-8 teachers can use in any reading program to help all students grow their vocabulary.

Teaching Words and How They Work shows teachers how to:

Identify the most important word families to teach.

Teach students to use opening text as background knowledge for comprehending the rest of the text.

Use word walls with more purpose and greater student engagement.

Select the right words to teach from new information texts.

Better understand limitations of leveled texts and how to adjust.

Use assets and address challenges to support English learners.

Access free mentor and teacher resources online at textproject.org.

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Teaching Words and How They Work: Small Changes for Big Vocabulary Results

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Teaching Words and How They Work: Small Changes for Big Vocabulary Results

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Workshop Session Planner

Phonics Focused Small Group

Strategy Group Planner

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Workshop Session Planner

Strategy Small Group Planner

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Workshop Session Planner

Strategy Group Planner

Writing Big Words Routine

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Begin your data sort by identifying predictable needs for this bend/timing in the writing unit. The Unit of Study Checklist and the Phonics Progression are useful tools to help name predictable needs.

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Predictable Needs Trend Catcher Template

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Goal Setting Conference -- Writing -- First Grade

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Add your notes and ideas in this column!

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Add your notes and ideas in this column!

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Add a new entry to this column and briefly write down:

What patterns did you noticed across the various conferences?

What did you notice about the relationship between student and teacher?

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A Writing Conference: Teaching a Student to Write for Audience (3-5)

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Conferencing -In order to facilitate learning the teacher came prepared with tools. ( She had a conferencing binder and post-its)

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Conferencing -In order to facilitate learning the teacher came prepared with tools. ( She had a conferencing binder and post-its)

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The Conference was a collaboration between the student and the teacher. The child was engaged in an open conversation to enhance writing by verbally expressing themselves, sharing, and lastly evaluating their work.

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The Conference was a collaboration between the student and the teacher. The child was engaged in an open conversation to enhance writing by verbally expressing themselves, sharing, and lastly evaluating their work.

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Targeting what the writer needs to work on WITH the writer through  conferring one on one.  The conferring acts as a tool to prompt the writer into understanding how they can add on and stretch their  ideas.Complimenting them on what they have achieved so far and how they can embellish their work even more. 

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Targeting what the writer needs to work on WITH the writer through  conferring one on one.  The conferring acts as a tool to prompt the writer into understanding how they can add on and stretch their  ideas.Complimenting them on what they have achieved so far and how they can embellish their work even more. 

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Conferencing with students and working with them to set goals is a great way to provide feedback and encourage students to take ownership of their writing development and have something they can work towards. 

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Conferencing with students and working with them to set goals is a great way to provide feedback and encourage students to take ownership of their writing development and have something they can work towards. 

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Teachers invited their students to identify with the readers of their pieces. This helped the students hone on what they could do to make their writing more effective. I was also struck by how appreciative teachers were of the students' writing, even as they suggested improvements. A great way to offer feedback while also fostering their confidence as writers.

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While conferencing providing examples of personal stories, narrating them and writing them, can demonstrate to students how to structure and sequence sentences. 

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While conferencing providing examples of personal stories, narrating them and writing them, can demonstrate to students how to structure and sequence sentences. 

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During the conferences between teachers and students, a common pattern can be observed, such as when the teacher starts with a compliment, creating a positive environment. Then, a constructive suggestion for improvement is presented, focusing on one aspect at a time. Feedback is broken down to manageable chunks, enabling the student to implement the suggested improvement.

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During the conferences between teachers and students, a common pattern can be observed, such as when the teacher starts with a compliment, creating a positive environment. Then, a constructive suggestion for improvement is presented, focusing on one aspect at a time. Feedback is broken down to manageable chunks, enabling the student to implement the suggested improvement.

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In terms of communication style, it is evident that the teacher prioritizes teaching the writer rather than fixing the writing. Instead of simply correcting errors or making changes, the teacher guides the student through the writing process. They ask probing questions and encourage critical thinking, allowing the student to actively engage with their writing and take ownership of the revisions. The conversations are centered around teaching and empowering the student to become a better writer.

Each conference concludes by restating the teaching point and setting goals with the student. This helps to reinforce the key takeaway from the conversation and provides a clear direction for the student's future writing endeavors. By establishing goals, the teacher ensures that the student has a tangible objective to work towards, fostering growth and progress in their writing skills.

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How do routines, environment and independent time support agency and productive learning?

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K-2 Independent Writing - Expectations and Communication

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K-2 Independent Writing - Expectations and Communication

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What are K-2 writers doing during independent time? How might we establish these expectations with our young writers?

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I noticed that the teacher asked the student what he or she wanted to work on as a writer but was clearly prepared with suggestions if the student didn't have one hiself or herself. It still gives ownerhip to the student.

I also liked that one teacher gave her student a choice between two ways to grow as a writer and let the student choose (flash-back).

I noticed that one teacher asked "What are you doing as a writer?" not only what the writing is about. This question can open a conversation about what strategies a student is using and where to go from there.

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This template is useful when planning for RW, WW and Word Study

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Please complete this form reflecting on your learning experience and implementation of 'Responsive Writing Workshop in the PYP'. Responses will be reviewed by Justine and shared with the Primary School Leadership team.

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Examples of Workshop Progression Template

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Examples of Workshop Progression Template

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R/W/PH Workshop Planning Across Week -Mock-up Detailed