One to one

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One to one

  1. 1. One to One: The Art of Conferring with Young Writers Presented By Anna Casilio and Ayriel Mawby By Lucy Calkins
  2. 2. <ul><li>Kinds of Conferences </li></ul><ul><ul><li>Content Conferences </li></ul></ul><ul><ul><li>Expectation Conferences </li></ul></ul><ul><ul><li>Process and Goals Conferences </li></ul></ul>Chapter 1: The Essentials of Conferring with Young Writers
  3. 3. <ul><li>Equip students to work with independence </li></ul><ul><li>Plan the workshop in detail </li></ul><ul><li>Teach children to sustain themselves as writers </li></ul>Chapter 2: The Management that Makes Conferring Possible
  4. 4. <ul><li>Record-keeping forms should help us in these ways: </li></ul><ul><ul><li>Planning for Conferring </li></ul></ul><ul><ul><li>Observing Strengths </li></ul></ul><ul><ul><li>Noting Teaching Options </li></ul></ul><ul><ul><li>Widening our repertoire </li></ul></ul><ul><ul><li>Following up on our teaching </li></ul></ul>Chapter 3: Efficient Record-Keeping Systems
  5. 5. <ul><li>Component Activities </li></ul><ul><ul><li>Recalling what we already know about the child as a writer </li></ul></ul><ul><ul><li>Glancing at (and quickly reading) what the child has been writing </li></ul></ul><ul><ul><li>Observing the child at work without interrupting </li></ul></ul><ul><ul><li>Asking questions and probing to explore the child’s answers </li></ul></ul>Chapter 4: The Research Phase
  6. 6. <ul><li>Decide what the child has done well and what you want to compliment </li></ul><ul><li>Decide what it is you want to teach the child-something you hope will help the child with this piece and with future writing </li></ul><ul><li>Decide how you will go about teaching my teaching point </li></ul>Chapter 5: The Decision Phase
  7. 7. <ul><li>Guided Practice </li></ul><ul><li>Demonstration </li></ul><ul><li>Explaining and Giving an Example </li></ul><ul><li>Tuck a second (or third) Teaching Point into a conference </li></ul><ul><li>Linking the Conference to the Child’s Ongoing Work </li></ul>Chapter 6: The Teaching Point and the Link to Independent Work
  8. 8. <ul><li>Making connections between reading and writing for all reading levels </li></ul>Chapter 7: Supporting Reading Development Through Conferring in Writing
  9. 9. <ul><li>What do we do during writing time? </li></ul><ul><li>What does writing mean? </li></ul><ul><li>What is the student’s role in a conference? </li></ul><ul><li>Focus on kindergarteners’ drawings to determine what to teach </li></ul>Chapter 8: Writing Conferences in Early Kindergarten
  10. 10. <ul><li>Making connections between conference/writing processes in other content areas </li></ul><ul><ul><li>General conferring goals </li></ul></ul><ul><ul><li>Conference structure </li></ul></ul><ul><ul><li>Research </li></ul></ul><ul><ul><li>Decisions </li></ul></ul>Chapter 9: Conferring with Young Artists, Mathematicians and Scientists
  11. 11. <ul><li>3 Stages </li></ul><ul><ul><li>Preproduction or Silent Period </li></ul></ul><ul><ul><li>Early Production </li></ul></ul><ul><ul><li>Speech Emergence </li></ul></ul>Chapter 10: Conferring with English Language Learners
  12. 12. <ul><li>Continue developing your conferring skills </li></ul><ul><li>An endless process </li></ul>Chapter 11: Strengthening your Ability to Confer
  13. 13. <ul><li>Techniques </li></ul><ul><ul><li>Contrast </li></ul></ul><ul><ul><li>Generalize </li></ul></ul><ul><ul><li>Focus on Process </li></ul></ul><ul><ul><li>Focus on Writing Identity </li></ul></ul><ul><ul><li>Combination </li></ul></ul>Decide What the Child Has Done Well and Offer a Lasting Compliment
  14. 14. <ul><li>Conference Examples </li></ul>Part 2

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