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1 What Is a Writing Conference? |
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1 | (21) |
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My First Writing Conference Was a Disaster |
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1 | (2) |
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Writing Conferences Happen in Writing Workshop |
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3 | (1) |
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What is a Writing Conference? |
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4 | (6) |
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A Writing Conference Is a Conversation |
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4 | (2) |
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... That Teaches Students to Be Better Writers |
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6 | (4) |
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10 | (12) |
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We Confer to Develop Relationships with Students |
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10 | (2) |
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We Confer Because Each Student Is a Different Kind of Writer |
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12 | (2) |
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We Confer to Help Students Make Good Choices |
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14 | (2) |
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We Confer to Receive and Give Feedback |
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16 | (2) |
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We Confer to Inform Whole-Class and Small-Group Instruction |
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18 | (4) |
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2 Start by Discovering What the Student Is Doing as a Writer |
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22 | (42) |
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Invite Students to Talk About Their Writing |
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25 | (3) |
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What Will Students Talk About? |
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28 | (10) |
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Students Might Name the Genre They're Writing |
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28 | (1) |
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Students Might Describe Where They Are in the Writing Process |
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29 | (1) |
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Students Might Discuss What They Think Is Going Well in Their Writing |
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30 | (1) |
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Students Might Name a Problem They're Having with Their Writing |
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31 | (1) |
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Students Might Describe How They're Solving a Problem |
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32 | (1) |
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Students Might Explain How They're Crafting Their Writing |
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33 | (1) |
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Students Might Discuss the Meaning They're Trying to Get Across in Their Drafts |
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34 | (1) |
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Students Might Talk About How They're Using Conventions |
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35 | (1) |
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Students Might Name the Goals They're Trying to Achieve |
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36 | (1) |
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Students Might Talk About Their History and Growth as Writers |
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37 | (1) |
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Five Scenarios that Happen After You Ask, "How's it Going?" |
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38 | (25) |
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Scenario One The Student Tells You Something He's Doing That You Want to Get Behind |
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38 | (3) |
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Strategy One Ask Students to Say More |
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41 | (2) |
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Strategy Two Ask Follow-Up Questions |
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43 | (3) |
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Strategy Three Name What Students Are Doing |
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46 | (1) |
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Scenario Two The Student Tells You Something She's Doing That You Don't Want to Get Behind |
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47 | (2) |
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Scenario Three The Student Initially Doesn't Say Much About What He's Doing |
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49 | (1) |
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Strategy One Ask Students to Look at Their Writing |
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50 | (1) |
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Strategy Two Support Students with Specific Questions |
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51 | (1) |
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Strategy Three Name What You Have Observed |
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52 | (1) |
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Strategy Four Suggest Possibilities |
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53 | (1) |
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Strategy Five Refer to a Chart of Recent Minilessons |
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54 | (2) |
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Strategy Six Take a Tour of the Student's Writing |
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56 | (2) |
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Scenario Four Ultimately, the Student Doesn't Talk About Something You Want to Get Behind---or Doesn't Talk About What He's Doing At All |
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58 | (4) |
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Scenario Five The Student Says She's "Done" |
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62 | (1) |
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Try it Yourself: Studying Your Conferring |
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63 | (1) |
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3 ... Assess and Decide What to Teach |
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64 | (30) |
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Recognizing Patterns is the Key to Good Decision Making |
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66 | (4) |
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Recognizing Patterns from Student Talk |
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68 | (1) |
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Recognizing Patterns in Student Writing |
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68 | (2) |
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Writing Patterns and Teaching Points |
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70 | (22) |
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70 | (1) |
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70 | (4) |
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74 | (2) |
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76 | (2) |
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78 | (2) |
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Qualities of Writing Patterns |
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80 | (1) |
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80 | (4) |
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84 | (2) |
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86 | (2) |
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88 | (2) |
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90 | (2) |
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Try it Yourself: Building Your Knowledge of Writing Patterns and Teaching Points |
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92 | (2) |
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4 ... Then Teach Powerfully |
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94 | |
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96 | (6) |
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Respond to the Content of Student Writing |
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96 | (1) |
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96 | (4) |
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100 | (1) |
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101 | (1) |
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102 | (6) |
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102 | (1) |
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Explain What You're Teaching |
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103 | (3) |
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Explain How to Do What You're Teaching |
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106 | (2) |
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108 | (2) |
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Move Four Link to Independent Work |
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110 | (2) |
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Studying the Four Teaching Moves in a Transcript of a Conference |
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112 | (3) |
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Try it Yourself: Improving Your Conference Teaching |
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115 | (1) |
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116 | |
