This power point

1. Responding to Writing & Writer’s
Conference
Name of Group Members: Kavita Jaggessar, Theodosia Juliana Marshall,
Tricia Bruce & Dillon Dindial

2. WHAT IS THE WRITING CONFERENCE
• Writing conferences are very essential to the
development of students’ writing abilities.
“A writing conference is a meeting to discuss
student work.” The writing conference is
really holding conversations with student
writers about what they have written.

3. The Purposes:
• To celebrate – Begin with
something the child has done well!
Before, during or after the writing,
respond to the writer. When
responding remember to listen to
what the writer has to say.
• To Validate – Affirming what the
writer has done well.

4. The Purposes:
• To encourage – Reinforcing the
writer’s strengths and attempts.
• To nudge (guide) - helping the writer
say, write, and do what he or she
can’t quite do yet without help.
• To teach – Teaching what’s most
important for the writer to move
forward and only what the writer is
ready for.

5. The Purposes:
• To assess - Evaluate or estimate
the nature, quality, ability, extent,
or significance of confusions,
strengths, and the next steps.

6. • Conferences provide instructors and students an
opportunity to develop the kinds of relationships
that promote good writing. First, conferences
assist the instructor in seeing the student as a
"whole person," providing a space in which the
instructor might find out what sorts of tangential
issues might be interfering with a student's work.
Conferences also help students to see their
instructors as "real people" who have a genuine
interest in their education and their ideas. When
students are comfortable talking to their
instructors, they are more able to take criticism
constructively and to entrust themselves to an
often frightening learning process. (Dartmouth
Writing Program (July 2005).

7. Forms of Writing Conferences
• Formal – Usually One-on-One private
conferences.
• Informal – Usually Whole- class share
conferences and are conducted publicly.
• Quick share Conference
• Peer Conference
• Roving (on-the-run conference)

8. Types
of
Writing Conferences

9. TYPES OF CONFERENCES
1. ONE-ON-ONE FROMAL CONFERENCES
• ‘A one-on-one conference is exactly the same
as a whole-class share, only now you are
sitting right next to the child, giving her your
full attention, without the class deliberately
listening in. All the praising and teaching is
now done privately, and it’s good idea to take
anecdotal notes for future reference’
(Routman, 2005).

10. TYPES OF CONFERENCES
Benefits of the One-on-One Conference
• It will allow the teacher to deal with specific
concerns in dept with your students.
• Students will be able to come on their own
free will to receive answers to question they
may have.
• this will also enable who and student to have
talks about their grades at the point in time.

11. TYPES OF CONFERENCES
Benefits of the One-on-One Conference
• this will also enable who and student to have
talks about their grades at the point in time.
• receive counsel on their behaviours and
tardiness during class time.

12. TYPES OF CONFERENCES
2. ROVING (on-the-run conference)
• This type of conference is done in a quick manner. Normally it takes
about 2-3 minutes to be completed. While student is given a writing
exercise, the teacher quickly makes his/her way through the
classroom. The teacher takes notes on a rubric sheet which lists the
name of student, items discussed, notes during conference,
improvements needed, goals the student should reach and what
the student did well. The teacher can also take anecdotal notes.
These can be done in tabular from on a sheet containing names of
students along with the notes. During the roving conference the
teacher can use the opportunity to notice students who have
problems in beginning to write, affirm student’s efforts, encourage
students to continue writing, rereading, check spelling, teach on
spot, asses, and offer guidance. This conference can lead you
straight to one-on-one conference.

13. TYPES OF CONFERENCES
3. PEER CONFERENCES
• After conducting writing the teacher pairs the class into
groups of two; then assigning each pair of students, to
a working station in the classroom. Teachers need to be
careful about pairing students who can not work
together. Each student will take turns reading, asking
questions and providing feedback to each others
writing. The student will also be given a sheet of paper
to record what they like most about their peers writing,
ideas they think the writer can use, their questions and
additional comments. For this conference students will
use their experience they have learnt from doing
whole-class share and one-on-one conferences.

14. TYPES OF CONFERENCES
4. QUICK SHARES
• ‘A quick share is a mini conference that takes a
minute or less and celebrates a memorable
line, an engaging lead or paragraph, rereading
before continuing to write, taking a risk, or
attempting something new (conversation,
humour, writing a second lead)’ (Routman,
2005).

15. TYPES OF CONFERENCES
4. QUICK SHARES (cont’d)
• The type of share is used when the teacher
has run out of time. During a time period of
2-3 minutes the teacher can go behind
student which wrote a line or two in their
writing which was memorable, giving
celebration to these students. The teacher can
also with students permission read these lines
to the class, giving praises to the writer.

16. TYPES OF CONFERENCES
5. WHOLE-CLASS SHARE
• This is where the students are given an
opportunity to write on a topic of their choice.
After writing they would read what they have
written to the entire class while the class and
teacher listens.

17. The Process of conducting
a Whole-Class share
1. A short
lesson about
10- 15
minutes
explaining
the writing
process.

18. The Process of conducting
a Whole-Class share
2. Allowed to do
individual
writing on a
topic of their
choice for 20
minutes.

19. The Process of conducting
a Whole-Class share
3. Whole-class
sharing time.

20. Teach Students
to do
more Editing

21. Teach Students to do
more Editing
1. First priority is to get students
to love writing.

22. Teach Students to do
more Editing
2. Ways to demonstrate editing:-
• Example :
Good morning!
Today is Friday, September 4th.
Please print your name. Count the
number of letters in your name. Write
that number next to your name.
_(Teacher's name)_

23. Teach Students to do
more Editing
• Shared writing
Example
Godzilla
"This is Bob Lane reporting for ITN with an important
announcement. Over the past 24 hours, an enormous
lizard has been attacking New York. The lizard, who has
been named Godzilla finished its rampage at around 7
pm last night. It has now begun swimming across the
Atlantic Ocean and it is heading for Great Britain. The
Prime Minister will be making a statement at around 5
o'clock this evening.

24. Teach Students to do
more Editing
He is expected to advise everyone to gather together
their belongings and leave the country as soon as
possible. The army has been alerted and they are
prepared to implement a full attack on the creature"
Meanwhile, Godzilla arrives at the Western coast of
Ireland...

25. Teach Students to do
more Editing
• Think aloud
Example
Your think-aloud might go something like this:
"Hmmmmmm. So, let me start by estimating the
number of students in the building. Let's see. There are
5 grades; first grade, second grade, third grade, fourth
grade, fifth grade, plus kindergarten. So, that makes 6
grades because 5 plus 1 equals 6. And there are 2
classes at each grade level, right? So, that makes 12
classes in all because 6 times 2 is 12. Okay, now I have
to figure out how many students in all. Well, how many
in this class? [Counts.] Fifteen, right?

26. Teach Students to do
more Editing
Okay, I'm going to assume that 15 is average. So, if there
are 12 classes with 15 students in each class, that
makes, let's see, if it were 10 classes it would be 150
because 10 times 15 is 150. Then 2 more classes would
be 2 times 15, and 2 times 15 is 30, so I add 30 to 150
and get 180. So, there are about 180 students in the
school. I also have to add 12 to 180 because the school
has 12 teachers, and teachers use pencils, too. So that is
192 people with pencils."
Continue in this way.

27. Teach Students to do
more Editing
When reading aloud, you can stop from time to time and
orally complete sentences like these:
• So far, I've learned...
• This made me think of...
• That didn't make sense.
• I think ___ will happen next.
• I reread that part because...
• I was confused by...

28. Teach Students to do
more Editing
• I think the most important part was...
• That is interesting because...
• I wonder why...
• I just thought of...

29. Teach Students to do
more Editing
1. Children of all ages need repeated
demonstrations of the editing thought
process and how and why changes are
made before they can take on the task at
hand.
2. When students know how to edit
– Peer editing works well for improving the
mechanics and overall fluency of the writing.

30. Teach Students to do
more Editing
• Before having and editing conference or
having them participate in a peer editing
conference , they are expected to have:
– Completed every editing expectation on the list we
wrote together
– Reread their piece several times to check that they
have done so.
– Fixed up most of their misspellings.

31. Teach Students to do
more Editing
• Best advice on having and efficient
editing conferences is to be relentless in
refusing to for students what they can do
for themselves.

32. THE END