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Once students finish their writing, it becomes a question of presentation. We can do presentation in the form of reading it to the class, or reading it to an auditorium filled with parents, friends, and families. (Youngs & Barone, 2007).

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What does it mean to confer? How do we do that? 

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What does it mean to confer? How do we do that? 

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Teacher should have discussions and exchange opinions of student's writing. It is our job to "...interact with students so that they can interact with their writing...for a lifetime" (McCormick-Calkins & Harwayne, 1991).

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Teachers to take the time to grow, to explore, dream, doodle, plan, draft, think, and rethink. We, as teachers, need to focus on creating a rich and productive environment. Rather than organize and initiate "the game", the coach should "...comment on, refine, and support the way a person is already performing in an ongoing game" (McCormick-Calkins & Harwayne, 1991).

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What does a rich and productive environment look like? 

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What does a rich and productive environment look like? 

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A rich literate environment overflows with books, poetry, a place for storytelling, and singing songs. Teaching writing includes a great deal of "...designing learning activities, organizing and nurturing response groups... building mentor relationships, laughing together, and crying together" (McCormick-Calkins & Harwayne, 1991).

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Writing journals are a great way for students to keep all their brainstorming ideas, drafts, revisions, and final drafts in one place. The teacher can easily take these journals home, only focusing on a few at a time to keep from overloading, to read, reflect, and think carefully about the child in choosing a response.

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It is vital, as the teacher, that we watch and learn from our children. I believe that we walk around with clipboard and an observation sheet, and make notes, reflections, and observations of our students and their interactions during writing time. The more we take the time to do this, the more we will notice and begin to see things that anyone else might miss. We watch and make notes of their work and behavior in class, and reflect on it during the time we take to read their journals.

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As an education student, I only really ever saw the idea of a journal being for science, however I like the idea of a writing journal a lot! Students can keep things all in one place and it's an easy way to bring back and forth to school, the students and the teacher both.
As for the technology used, I must say this one has been my favorite yet. It's easy to use, clean cut, looks fresh, and has many options to add images, links, or even draw your own pictures! I thought this was nice to help me associate the images to the writing. The football player picture relates to not controlling the "game", rather commenting, suggesting, and supporting the players.

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McCormick-Calkins, L. & Harwayne, S. (1991). Living between the lines. Portsmouth, NH: Heinemann Educational Books, Inc. Chapter 14 – Learning to Confer in Ways That Last a Lifetime

Youngs, S. & Barone, D. (2007). Writing without boundaries. Portsmouth, NH: Heinemann Educational Books, Inc.

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What are some simple questions to ask when writing?

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What are some simple questions to ask when writing?

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According to McCormick-Calkins, we can ask the following questions: What have I said so far? What's good here that I can build upon? What is surprising to me?