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Walking through each piece and being able to visualize it. Thinking of people, names, the setting,

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Complemented student on his writing and planning. Made a connection to his writing.
-planning/vision- what do you want the readers to know
-more details, setting, characters, plot

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Compliments on his planning and then shows how to incorporate more details.

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Loved how the teacher allowed student to lead the conversation and then introduced verbally and visually the strategy the student could use going forward in writing.

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Using the web is a great strategy that I don't see students always using when they get stuck trying to come up with a topic. He explained to the student to write down some topics but come back to it and would be able to write more about it later.

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Helping him think through other things that have happened with his brother.  Planning time.  Breaking down big to smaller

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Helping him think through other things that have happened with his brother.  Planning time.  Breaking down big to smaller

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Melissa

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I think it was important how he explained that we can continue to write about a topic again and again by breaking it down by experiences and showed the student examples from his own writing

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Walks him through the thinking that he used to write about his dad.

Personalized this time and made connections with him.

Walks him through the planning and gives him a strategy to use to help him add more details.   Breaking the writing down into scenes.

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Talking about how you can write about the same topic in many different ways
- Create a web with a topic so that you can go to it and have an idea to write about in the future if you get stuck again
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Breaking it down in to scenes and visualize each scene to add detail

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breaking big topics down

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Connecting to things he likes. Gave compliments on his writing so far

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-Started with compliments
-Let student know that he is not the only one who has struggles as a writer.
-Names the teaching strategy for the student.
-Teacher has his own writer's notebook to show student. Models to student how he has used the teaching strategy in his own writing.
-Teacher gives student time and coaches student through getting start with the teaching point.
-Rephrasing/I'm hearing you say...

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Sharing personal examples

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Sharing examples from his own life he has been writing about for years.

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I like that he acknowledges the frustration is real when we don't know what to write about.
I like how he shares his personal experiences as a writer so the student can see that he also is a writer.
Looks for themes in the topic of his brother so he can go back to it in the future.
Video 2- thinking of parts of the story as scenes and how you can plan out the scenes to add details. Planning gives you a head start and picture in your head of the story.

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He is ready with his own examples of plans and ideas from his notebook to use as a model for student.

Teaching how to break down one favorite topic to make opportunities for multiple stories.

He was not rushing the student to begin drafting. He wants him to take the time to plan and think about possible ideas.

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I like that he has his own notebook to model how adults are writers too, and he uses it to relate to the students writing

allowing students to use planning sheet just in his notebook. nothing fancy

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When checking in with a writer who is struggling with finding a topic, revisit the topics student has already written about/likes to write about.
Break down topics we like to write about into specific stories so that we can revisit the topic often, multiple ways to write about the same topic.

Creating a web about everything you know about a topic as a plan for multiple stories.  I like this visual of breaking down a topic into multiple stories.
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Listening to students' current writing. Asking the writer what they want readers to get out of their story. Compliment students current planning piece giving support to help student create more details. Showing example of own work.

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I like how he asked questions to find out interests and used those interests to look at specific writings and provided feedback and made connections

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I like how he asked questions to find out interests and used those interests to look at specific writings and provided feedback and made connections

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Revisiting past ideas to draw from.
Modeling using personal experience.
Uses his example to move him to small moments.

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Using previous writing pieces to inspire new writing pieces. Changing previous ideas into new pieces.

Used own experiences as a writer to relate to student writing.

Started with postive feedback first.

intentionally showing all of the parts of his teaching point. Used examples from his personal writing.

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-Encouraged favorite topics
-Acknowledged the challenge of finding ideas to write about
-Made personal connections
-Taught a strategy using an example...teacher writer's notebook

-Asks for student feedback first on their work based on observation
-Has student imagine what they want the reader to understand
-Positive feedback based on current work
-Uses what student has already done to push them further in the process
-Discusses details to think about as you plan, and helping readers create a picture (setting, characters, event for each scene)
-Gets student started on the next step before letting them continue independently...asks LOTS of questions of student

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He shows the student how writers
can break down a topic into smaller topics.
Broke his planning into scenes.

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Acknowledged his writing complimented him on what he had written and asked him to stretch his thinking a little more.

Points out that he keeps writing about his brothers and asks to stretch him about different topics.

Tells him he has done the same with writing about his "dad".   Shows him his examples about writing about the same topic over and over.

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What do you like to write about?
Have you written anything in your notebook? (Show me)

I think there's a strategy that would help you... Write many different stories about the things you like (break it down)

Uses own writing..."Let me show you"
Ask yourself about "What's One time", "Another time"...etc

So..."What's another time with your brother?"
-Connects with writer's interests
-Shows with own Notebook
-Goes back into students writing

-Praises planning
-Teaching Point: A more detailed plan

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Complimented the student's work as it is now. Got baseline information of the student's writing from past stories even though he is out of ideas.

Moves into teaching a strategy to the student. Teaches a mininig strategy based on what the teacher knows the student loves to write about. (His Brothers)

The teacher shows this thinking in his own writing to model for the student. Gives the student a purpose for the rest of writer's workshop.

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The writer set the purpose of the conference with the teacher. The teacher ran with the purpose and encouraged him to change from an entry to a draft.

Within the entry the teacher noticed that more elaboration would be needed in the draft. When noticing that he decided to come up with a teaching strategy to move the writer forward in the are a of elaboration.

Teacher opened his own notebook,  and shared the way that he made absolutely sure that he included every detail necessary to tell the reader everything.

Tells the student to try out this strategy and practices part of this strategy aloud with him.

Pushes the writer to do this strategy everytime, so that he can do this before writing everytime.