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Writing Conferences    Jane C 2006
 

Writing Conferences Jane C 2006

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    Writing Conferences    Jane C 2006 Writing Conferences Jane C 2006 Presentation Transcript

    • Inquiry Project Summary Jane C. Question : How can I more effectively teach students how to apply what is said and shown in writing conferences to their writing?
    • Background Information
      • Grade 2 English Language Learners writing group within main classroom
      • Mixed levels, including beginners.
      • modeled aspects of writer’s craft and process
      • goal was to show that good writers revise
      • small group and one to one writing conferences.
      • translator helped me to communicate grade level concepts about writer’s craft.
      • Students became more willing to revise but had lots of trouble knowing where and how to make revisions after conferences.
    • Related Questions Arising from My Writers’ Workshop Practices:
      • 1. What long term effect does typing of (young) student drafts by the teacher have on students’ willingness to continue to revise?
      • 2. How much carry over is there when I begin the year by marking student papers at the locations where they might revise?
      • 3. What concrete tools (checklists, highlighters, story markers) work well for guiding students to independently revise after a writing conference?
    • Some of my current findings:
      • Many students, especially language minority children need explicit instruction in strategies
      • Teacher modeling of strategies for revisiting helps students know how to approach some aspects of revision.
      • It’s important to establish routines for writing conferences, whether they be small group, peer, or teacher to student.
      • Access to resources such as personal or classroom word walls, picture/word lists for verbs, nouns, emotions, other words for said, etc. help children to be more independent while a teacher conducts conferences or small group mini-lessons
    • Some Things I Hope to Do
      • Use and collect PQC and other kinds of responses to track their influence on revisions.
      • Make better checklists, notes, and other concrete tools to send with children after a conference
      • Look at my last year 2 nd grade student writing in third grade and ask their teacher about their attitudes toward revision.
      • Figure out how to ask students about conferences and their feeling of ownership.
    • Resources I Have or Will Use
      • Student work samples over time
      • After The End: Teaching and Learning Creative Revision by Barry Lane
      • Sentence combining: A sentence-level writing intervention Bruce Saddler.  The Reading Teacher Newark:Feb 2005.  Vol. 58,  Iss. 5,  p. 468-471 (4 pp.)
      • Grammar Instruction and Technology Jan Lacina.  Childhood Education Olney:Summer 2005.  Vol. 81,  Iss. 4,  p. 247-249 (3 pp.)
      • The impact of teachers' comment types on students' revision http://eltj.oxfordjournals.org/cgi/reprint/60/1/34?eaf