Writing Conferences Jane C 2006Presentation 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?
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