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mrs.justine.otte@gmail.com
Twitter @justine_otte
#EKC

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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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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Open Google Doc and record planning together

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PYP1 - Inquiry-based Lesson Planning Sheet

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Open Google doc and record planning together

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PYP2 - Inquiry-based Lesson Planning Sheet

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We create an environment that promotes risk taking, we support the development of communicating one's ideas in a variety of ways

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We create an environment that promotes risk taking, we support the development of communicating one's ideas in a variety of ways

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Promising to find a way for all children to engage and learn, regardless of abilities

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Promising to find a way for all children to engage and learn, regardless of abilities

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A safe space that allows risk taking - mistake happening and growth

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A safe space that allows risk taking - mistake happening and growth

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We give opportunities for them to show what they CAN do and feel successful

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We give opportunities for them to show what they CAN do and feel successful

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We meet them where they are and try to help them feel successful in their own learning journey

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We meet them where they are and try to help them feel successful in their own learning journey

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Got: good overview of planning and teaching a mini lesson

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Got: good overview of planning and teaching a mini lesson

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Got: A clear overview of the planning and preparation process for the mini-lesson

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Got: A clear overview of the planning and preparation process for the mini-lesson

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Got: How to break down the planning of the minilesson

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Got: How to break down the planning of the minilesson

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Want:

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Got: A model of the 10 minute lesson and the rationale behind it

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Got: A model of the 10 minute lesson and the rationale behind it

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Got: the intended purpose of the mini-lesson

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Got: the intended purpose of the mini-lesson

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What was most helpful? What are your wants from colleagues? What will you do to continue growing and supporting each other moving forward? 

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What was most helpful? What are your wants from colleagues? What will you do to continue growing and supporting each other moving forward? 

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ISH Writing Samples: Narrative and Information

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ISH Writing Samples: Narrative and Information

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IS Hellerup PYP1-2 Student Writing Samples

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Wants: Support on the If Then Units - specifically Gripping Fictional Stories.

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Wants: Support on the If Then Units - specifically Gripping Fictional Stories.

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Got: Great to talk about ISH student achievement and progression - makes the session more engaging and meaningful

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Got: Great to talk about ISH student achievement and progression - makes the session more engaging and meaningful

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Want: Grade 2 What if

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Want: Modelling of greater differentiation in writers workshop?

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Want: Modelling of greater differentiation in writers workshop?

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Gots: Celebrating students successes and growth through the writing progression

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Gots: Celebrating students successes and growth through the writing progression

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Wants:
- Looking forward to more information about conferring with individuals and small groups.
- Interested in conferring tools that are easy to create and manage/keep track of

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CLICK HERE TO ENTER THE MENTOR TEXT DROPBOX
Finding mentor texts can often be one of the most challenging - and time consuming! - parts of effective writing instruction.

Why spend hours flipping through books and surfing the web when we can share? The link above will take you to our Mentor Text Dropbox where we've curated hundreds of mentor texts by genre, technique, topic, and activity.
Please note: We do not grant access to the documents in the dropbox directly to students. If you would like your students to have copies of these documents, you need to make a copy for your drive and distribute that to your students.
Join the sharing love by submitting your own mentor texts!

Share it with movingwriters@gmail.com as a Google doc, or share several mentor texts in a Google folder.

Email it as an attachment to movingwriters.org.

Tweet us a link (@allisonmarchett, @rebekahodell1). Use #movingwriters.

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CLICK HERE TO ENTER THE MENTOR TEXT DROPBOX Finding mentor texts can often be one of the most challenging - and time consuming! - parts of effective writing instruction. Why spend hours flipping through books and surfing the web when we can share? The link above will take you to our Mentor Text Dropbox where we've curated...

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wants: examples of scaffolding tools for students who are still building their foundational skills

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wants: examples of scaffolding tools for students who are still building their foundational skills

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Writing Conferences - Narrative Writing - Viri Confers with Victoria

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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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Jennifer Serravallo confers with a G1 student.

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Goal Setting Conference -- Writing -- First Grade

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This can be used to organize for small groups when reviewing student writing...

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Information Writing

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Amanda small group on information writing

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Forever Stance- I will practice phrasing compliments as things the writers will continue to do forever, vs. limiting the view to the current piece

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Practicing and reflecting on authentic compliments with specific feedback, in many contexts,

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Forever stance

Wants: Maybe

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Looking at the writing progression as a team
Ways to motivate writers while conferring

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Support and encourage each other to practice these skills and share successes with students

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The Architecture of a conference including the forever-stance