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Enjoyed this, though it's sort of a perfect world scenario.  I think I'd have to do this with a few students at a time, finding a common need.

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I love the take-away sheet that she made, that was jam packed with the students own thinking.

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Read as a writer.

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"I think you know what I'm talking about, but when you do it, I want to find me and show me."

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Like a patient doctor, the teacher makes the writer feel that she is important and that she has time to invest in her.

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She has the student give it go by writing in the air. Gives the oral rehearsal but also helps T know if the student understands the craft technique.

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It seems important to teach students to recognize what is important in their writing

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She uses a mentor text, and asks the student to read the passage and look for examples of the teaching point, and really gives the student time to think about the techniques being used. She eventually gives her input too, but only after the student makes several observations herself. She definitely "honors their voices."

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Through examining mentor texts, the teacher leads the writer to discover what she needs to do to make her writing stronger.

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While the "single" teaching point is to "stretch out a story", she shares many techniques to use in accomplishing that. Too many?

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Providing and spending time analyzing professional/published examples that the student is already familiar with.

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clear preparation. she's read the student's writing ahead of time, has the teaching point and a mentor text ready.
-also teaches through some guided inquiry, the student has to discover the skills/craft in text herself

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She gives a surprising amount of time for the student to process

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Using a mentor text in a one-on-one setting.
Building notes for the student to take away as they confer.
Heavy student involvement!

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I love this = "How would you describe to me what the compliment was that I just told you?"

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**The teacher asks the student to give a solution before the she gives instruction, therefore allowing the student to know she has the idea and further strengthening her identity as a writer!
**The teacher uses a story to give several examples of stretching a story out. Student comes up with her own ideas with stretching her story out. Teaching metacognition!
**Reviews the take away with the student.

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Hold onto that compliment - allows student to get closer to internalizing the accomplished ability.  Increases the chances that this ability can be used automatically.

Student generating and owning goals - teacher using the student goal as well as the teacher goal.

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Having the student repeat back the compliment was a great idea! It confirms that they actual "heard" what they are doing well, and solidifies understanding.