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The videos showed a range of ways to conference and give feedback. All were so positive.

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The videos showed a range of ways to conference and give feedback. All were so positive.

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SECOND GROUP OF VIDEOSWhat conferring strategies did you notice?Your teacher asked you to…She listened to what he said and repeated back and asked a questionWhere did you extend that image? We will look together.  She read his writingTalked about what he did and asked what else he can doStopped him and looked closely at how Adam did that exact same part and she compared the two pieces of writing and what he can do to improve, how to stretchPraised his talent and how its a responsibility to use it.Asked - What will your strategy be??What are you working on as a reader?  Student respondsHow has your reading been going on Mississippi Trial?  Student respondsPraised what Jonah did well and how his work is sophisticated, and then gave a tip.  Symbolic meaning of riverIntertextuality - a lots of text together and what they all have in common.  Lets try it together:  his two books plus one that the teacher brought.  What are some recurring images or patterns? Kids dealing with racism and death.He stopped the student and said he was making powerful observations and gave tip on how to dig deeper.Stopped him for text evidence of what he’s talking about in all 3 textsReady to be pushed as writers.  Conclusions.I have a few different conclusions on same essay. Put strongest to weakest.Students discuss their ideas while teacher asks questionsWhat is the author doing that makes it a strong conclusion?Teacher is facilitating student discussion/taskThey pick apart what makes conclusion weak.  What is it missing? Where should the focus be instead?Did you notice differences between each conference?They were 3 completely different skills/topicsThey praised what the students did wellGave tips without putting student downWhat strategies can you take with you?Keeping lessons shortWhere are you conferences in comparison to this one?Same

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SECOND GROUP OF VIDEOSWhat conferring strategies did you notice?Your teacher asked you to…She listened to what he said and repeated back and asked a questionWhere did you extend that image? We will look together.  She read his writingTalked about what he did and asked what else he can doStopped him and looked closely at how Adam did that exact same part and she compared the two pieces of writing and what he can do to improve, how to stretchPraised his talent and how its a responsibility to use it.Asked - What will your strategy be??What are you working on as a reader?  Student respondsHow has your reading been going on Mississippi Trial?  Student respondsPraised what Jonah did well and how his work is sophisticated, and then gave a tip.  Symbolic meaning of riverIntertextuality - a lots of text together and what they all have in common.  Lets try it together:  his two books plus one that the teacher brought.  What are some recurring images or patterns? Kids dealing with racism and death.He stopped the student and said he was making powerful observations and gave tip on how to dig deeper.Stopped him for text evidence of what he’s talking about in all 3 textsReady to be pushed as writers.  Conclusions.I have a few different conclusions on same essay. Put strongest to weakest.Students discuss their ideas while teacher asks questionsWhat is the author doing that makes it a strong conclusion?Teacher is facilitating student discussion/taskThey pick apart what makes conclusion weak.  What is it missing? Where should the focus be instead?Did you notice differences between each conference?They were 3 completely different skills/topicsThey praised what the students did wellGave tips without putting student downWhat strategies can you take with you?Keeping lessons shortWhere are you conferences in comparison to this one?Same

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The third conference activity looks very similar to a lesson I teach in my class. I have my students do a similar activity in small groups. 

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The third conference activity looks very similar to a lesson I teach in my class. I have my students do a similar activity in small groups. 

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I thought that the guided group conference had the ability to reach all of the students. When meeting one on one with a teacher the student may have a hard time grasping what is being asked and can feel embarrassed and as a result the conference could be unsuccessful. While working in a guided conference group that same student may understand the concept better because he/she is having a conversation with his/her peers.

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Third Conference....from my perspective this conference was the most useful. I liked the use of the closing examples for the students to compare. 

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Third Conference....from my perspective this conference was the most useful. I liked the use of the closing examples for the students to compare. 

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I loved how the third conference had a strategy lesson/conference with specific examples. She had samples for them to look at and made the list as they were discussing. She guided them into their understanding of what made a good conclusion.

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I liked the use of bringing the Read Aloud into the discussion.

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Analyzing the writing pieces using a sample piece. Student left with a plan to improve his piece of work. My conferences usually focus more on one topic at a time to work or, focus in on. I think the last video for me would be more like a whole class lesson for everyone to analyze the text together.

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In the conferring videos I noticed that regardless of the grouping the teachers all were very positive with the students and never told them that they were doing anything wrong.

In the first and second conferring videos it was just one student whereas the last one had a small group of 4 students.

I liked in the last one how she was able to use one main focus (writing a strong conclusion) to target the entire group. It was cool to see her come with different conclusions and have them sort them from best to worst.

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Kate's small group was very effective. Liked the way there were models and a clear tasks to work on.

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Kate's small group was very effective. Liked the way there were models and a clear tasks to work on.

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I love that Kate Roberts pulled a small group conference for the purpose of "pushing" all four students.  Conference do not always have to be remedial.

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I love that Kate Roberts pulled a small group conference for the purpose of "pushing" all four students.  Conference do not always have to be remedial.

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I notice in Mary's lesson that  she spends considerable time making explicit the importance, purpose and WHY of what they are learning.  For example, she explained that it is vital to examine multiple non-fiction texts when being a research because perspectives can change a historical lens.

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I notice in Mary's lesson that  she spends considerable time making explicit the importance, purpose and WHY of what they are learning.  For example, she explained that it is vital to examine multiple non-fiction texts when being a research because perspectives can change a historical lens.

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Mary used whole class instruction and guided instruction in her teachi ng. She provided ample time for students to pair/share to think about what the different perspectives of the texts were portraying. The students were engaged in the topic and were using the vocabulary from the texts. 

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Mary used whole class instruction and guided instruction in her teachi ng. She provided ample time for students to pair/share to think about what the different perspectives of the texts were portraying. The students were engaged in the topic and were using the vocabulary from the texts. 

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I noticed that the first lesson the teacher had the students gathered around her sitting on the floor, whereas, the second teacher had the students in chairs with copies of the text in their hands so they could follow along as she read aloud. Both teachers used the pair share technique.  The second teacher asked for evidence to statements that the students made.  The first teacher pointed out the evidence herself and did not have the students find their own evidence.  The second teacher also took notes as the students spoke and underlined in the passage.  The second teacher guided the students to recognize tone in an author's writing which gives voice.

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I noticed that the first lesson the teacher had the students gathered around her sitting on the floor, whereas, the second teacher had the students in chairs with copies of the text in their hands so they could follow along as she read aloud. Both teachers used the pair share technique.  The second teacher asked for evidence to statements that the students made.  The first teacher pointed out the evidence herself and did not have the students find their own evidence.  The second teacher also took notes as the students spoke and underlined in the passage.  The second teacher guided the students to recognize tone in an author's writing which gives voice.

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I like that Kate Roberts made sure to prop up students' during the mini-lesson by being complimentary.  This opens communication centers for learning.

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I like that Kate Roberts made sure to prop up students' during the mini-lesson by being complimentary.  This opens communication centers for learning.

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In the second lesson the teacher used the students' observations to create an anchor chart {Ways to Develop Our Essays}. She worked through the responses she received from the students to hone in on specific techniques. 

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In the second lesson the teacher used the students' observations to create an anchor chart {Ways to Develop Our Essays}. She worked through the responses she received from the students to hone in on specific techniques. 

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Both teachers stated the teaching point of the lesson in various ways throughout the mini lesson.

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It seems as if the first video the teacher had the students focus on one particular skill - descriptive language.  In the 2nd video the teacher had the students work on multiple skills - evidence, tone, connection, and rebuttal.

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I enjoyed how the first video asked students to read suspiciously

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I enjoyed how the first video asked students to read suspiciously

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I noticed that in the first lesson the teacher really focuses on the skill of having the students pick and choose the most descriptive language to help them analyze a nonfiction text. When the students broke off into their partnerships they were able to continue the dialogue that was had on the carpet. 

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I noticed that in the first lesson the teacher really focuses on the skill of having the students pick and choose the most descriptive language to help them analyze a nonfiction text. When the students broke off into their partnerships they were able to continue the dialogue that was had on the carpet. 

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In the second video the teacher started out by really uplifting the kids spirits by complimenting their writing. After that she transferred into breaking down the body paragraph to see how the author structured their persuasive essay. It was very interesting to also see her taking the kids input in their discussion and twisting their words to make it what she was looking for in their writing.

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My mini-lessons tend to fall in line with the 1st video. Generally, I have my students focus on one skill to work on until I know that they have mastered it or until I feel that they are comfortable enough to move on. For those students who may need a challenge I will let them work on 2-3 skills at a time.

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I noticed that in the second lesson, the teacher listed the possible things to work on so that the students could see it as they were looking over their essays.
The teacher also restated and was spinning their answers to make them successful and correct.

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I like how the teacher  took the articles apart and analyzed each aspect of the writing.  The talk to a partner also reenforced the points the teacher was making by having the students participate in the process by identifying the  parts of each writing piece.

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One of the strategies that I noticed was how the teacher in the first video gave her students a choice of what to read but also gave them the option to bring in a text from home that connects to what they were learning about. I usually have my students go back and use their independent reading book to work on the skill that is being worked on. This is something that I can use in the future.

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Both teachers had such strong mini lessons.  The students were engaged and knew exactly what their goal were.

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Both teachers had such strong mini lessons.  The students were engaged and knew exactly what their goal were.

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The first teacher gave a lot of choices of where they could go when they were done. I was wondering if they would read the articles in the next few days.

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The first teacher stressed looking at more to the story than just details...look at different authors point of view. I liked the Pilgrims comparison of descriptive language she used like one author used inspirational, supreme, and excellence and the second author used words like massacre, deception and brutality when describing the pilgrims. The students could clearly see how the authors differed. Great example!

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I liked the way the instructor in the second video used compliments and praise. I liked the use of a guided anchor chart that was created by the whole class. It was effective. Also, I liked the fact that she did not rush through the discussion. She provided ample wait and response time. 

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I liked the way the instructor in the second video used compliments and praise. I liked the use of a guided anchor chart that was created by the whole class. It was effective. Also, I liked the fact that she did not rush through the discussion. She provided ample wait and response time. 

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The second teacher gave a lot of compliments and I think that helped them feel like they would be successful.

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I like how in the first mini-lesson the teacher had someone highlighting the descriptive language.

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This teacher created an anchor chart with the class, very powerful!! She compliments them continuously. Students were extremely engaged and wanted to add stronger evidence. Ex. bullying essay

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What instructional strategies stuck out to you most when watching these mini-lessons?Analyze not just what text says but what is the author’s point of view when readingWatch as I read it and reread itEnds intro by saying…Sense it's about what we should know about pilgrimsPoint of view as inspirational  sets up that we should be inspired by them  choice words excellence, inspired by ardent faith, dauntless courage, impregnable.  As I think about these words the legacy of pilgrims is one to admirePerspectiveSecond text: turn and talk after reading.  Now they are saying maybe the pilgrims were not the best people.  It shows them in a different light.  Massacre, morally ambiguous, deceptive, brutalYou should read more than one text and read suspiciously As you go off today decide on what text you want to read, read these and there are 4 or 5 others out there on this topic.Find out if the author is from the time or more current.  Go find out more about the authorSecond Video:She reminded them of what they already know and do well in writingYou have the foundation now let’s build the buildingWhat do authors do when they are trying to make an argument and trying to be persuasiveI’m going to read and I want you to look for what makes it strong and persuasiveIt does not follow up on promises made, said it would help mom and pop shops, building owners will rake in and stores will flourish, but in fact this did not happen. The already large blockbuster stores continue to take in the money.Turn and talk about what makes this essay strong and persuasive.Kids share out - had specific details, asked for text evidence - sited the triangle store exampleAnother piece of specific evidence - importance of sport store near a stadiumChoose the best or most persuasive evidenceUse tone to give voice.  The tone was sarcastic - and what about the small business, good luck to them!Transition words help - consequently, for example, etcConnect how our evidence supports our reasonsPraise for great identifyingTake out your drafts and notice 2 things that you want to do that this author did during a turn and talkDid you notice difference between each mini-lesson?One was about how to read and one was about how to writeWhat strategies can you adopt after watching the mini-lessons?She modeled two texts and specifically pointed out words that show the author’s  perspectiveTurn and talkFind out about the authorHow to decide what texts to choose moving forwardNow break out into groupsEvidence to support how the author feels about the subjectShe praised their prior accomplishments in writing, what they already do wellRead and example of a body paragraphTurn and talkShare outAsked for specific evidenceWhat helped make it persuasivePraise for great identifyingTake out your drafts and notice 2 things that you want to do that this author did during a turn and talkWhere is your mini-lesson instruction in comparison to these?Same SameWhat conferring strategies did you notice?Did you notice differences between each conference?What strategies can you take with you?Where are you conferences in comparison to this one?

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What instructional strategies stuck out to you most when watching these mini-lessons?Analyze not just what text says but what is the author’s point of view when readingWatch as I read it and reread itEnds intro by saying…Sense it's about what we should know about pilgrimsPoint of view as inspirational  sets up that we should be inspired by them  choice words excellence, inspired by ardent faith, dauntless courage, impregnable.  As I think about these words the legacy of pilgrims is one to admirePerspectiveSecond text: turn and talk after reading.  Now they are saying maybe the pilgrims were not the best people.  It shows them in a different light.  Massacre, morally ambiguous, deceptive, brutalYou should read more than one text and read suspiciously As you go off today decide on what text you want to read, read these and there are 4 or 5 others out there on this topic.Find out if the author is from the time or more current.  Go find out more about the authorSecond Video:She reminded them of what they already know and do well in writingYou have the foundation now let’s build the buildingWhat do authors do when they are trying to make an argument and trying to be persuasiveI’m going to read and I want you to look for what makes it strong and persuasiveIt does not follow up on promises made, said it would help mom and pop shops, building owners will rake in and stores will flourish, but in fact this did not happen. The already large blockbuster stores continue to take in the money.Turn and talk about what makes this essay strong and persuasive.Kids share out - had specific details, asked for text evidence - sited the triangle store exampleAnother piece of specific evidence - importance of sport store near a stadiumChoose the best or most persuasive evidenceUse tone to give voice.  The tone was sarcastic - and what about the small business, good luck to them!Transition words help - consequently, for example, etcConnect how our evidence supports our reasonsPraise for great identifyingTake out your drafts and notice 2 things that you want to do that this author did during a turn and talkDid you notice difference between each mini-lesson?One was about how to read and one was about how to writeWhat strategies can you adopt after watching the mini-lessons?She modeled two texts and specifically pointed out words that show the author’s  perspectiveTurn and talkFind out about the authorHow to decide what texts to choose moving forwardNow break out into groupsEvidence to support how the author feels about the subjectShe praised their prior accomplishments in writing, what they already do wellRead and example of a body paragraphTurn and talkShare outAsked for specific evidenceWhat helped make it persuasivePraise for great identifyingTake out your drafts and notice 2 things that you want to do that this author did during a turn and talkWhere is your mini-lesson instruction in comparison to these?Same SameWhat conferring strategies did you notice?Did you notice differences between each conference?What strategies can you take with you?Where are you conferences in comparison to this one?

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The first video/lesson lended itself to having more choices.

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The first video/lesson lended itself to having more choices.