Conferring: A Critical Instructional Tool Carolyn Williams & Mindy Aiken

Carolyn Williams & Mindy Aiken Reading Coach Writing Lab Teacher 1st – 5th North Augusta Elementary North Augusta Elementary cwilliams383@acpsd.net maiken@acpsd.net

Essential Question How can conferring during Independent Practice (worktime) be the most powerful instructional time during Workshop?

Presenters Meeting Outcomes By the end of this session you will recognize that Independent Reading/Writing (worktime) is one of the most powerful instructional times of the Workshop Framework. * Strategies for Success * Predictable Structure of a Conference * Conferring Management

Conferring with Writers (Readers) “The writing [reading] conference lies at the heart of…workshop. The…conference lets you engage in the teaching dynamic that most of us wanted when we entered this profession: a unique one-on-one interaction between you and the student.” -Ralph Fletcher

What is Conferring? Conferring with children is an art. It’s an active process wherein we sit side-by-side with children--put ourselves in the moment--listen carefully, and reflect and respond in ways that encourage and nudge them forward as learners.

Goals of Conferring Make our students better writers/readers: not to perfect the piece of writing itself. In reading: not to have a perfectly read text. Teach the student one strategy or technique to be used in a current piece of writing or text that the student will continue to use in future writing. Develop readers/writers who can: make their own decisions about their reading/writing. justify, think critically, and speak intelligently about the decisions they are making. think and communicate effectively about what they are reading and articulate what they believe the author’s purpose for use of specific language/techniques; as well as why they reason their interpretation. talk about and reflect on current learning. plan steps to move forward.

How is conferring possible How is conferring possible? Strategies for Success during Independent Practice Set up an environment for success where you teach stamina and have practiced procedures and expectations. Consistent reading/writing schedule and predictable structure. Set students up for success with work they can envision and believe they can do through the use of mentor texts. Anchor charts allow students to draw on skills and strategies taught to make decisions, solve problems, and self manage. (co-constructed) Set a clear time frame to give the students accountability for completing their work.

Architecture of a Conference RESEARCH the reader :: writer. SUPPORT/COMPLIMENT DECIDE what your teaching point will be and how you will teach it. TEACH one thing--following the architecture of a mini-lesson (gradual release I do, we do, you do). LINK restate what you have taught and encourage the child to use strategy in future work. It is powerful to see students, who are used to this type of interaction, use the same format to confer with each other and themselves.

Conferring with Writers 15:59 – 22:04 http://www.indianaclass.com/powershots/conferwithwriters.html Cue: “Let’s go ahead and write your goal on this sticky note so that you remember when you’re writing”.

Research (sift) Aim to understand what the writer is trying to do and has done, be responsive, and listen deeply. Observe and interview: Begin with an open ended question that invites a student to talk about writing work. How’s it going? What are you doing as a writer today? Ask follow-up questions to gain a deeper understanding about current work. “Show me where you have done that.” Learn what the child is planning to do next (goal setting).

Support/Compliment (gift) Name what the child has already done, or has talked about doing, that you hope the child continues to do in future work “I love the way you added details to your drawing. That is just what good writers do.” Make this a very clear, personal, intimate compliment. Be authentic, specific, and keep in mind where you want to take the student as a writer.

Decide (through research--lift) What can I teach that will help this child become a better reader/writer? (Don’t just improve the writing, but improve the writer). Choose one teaching point and stick to it. How will I teach this skill or strategy so that the student will be able to replicate it? Your decision is influenced by curriculum, goals for the unit of study, assessments, and for the child’s growth and progress as an independent writer. (Literacy Continuum)

Teach (lift) Connect to the compliment: Acknowledge what the child has been doing. Tell the child what your teaching point will be. “What I want to teach you is…” “Can I show you one thing that good writers do?” Teach: teach the child one skill/strategy good writers do often. Something to take the writer from where he or she is now- to the next step. It is helpful to demonstrate or show an example in your own notebook, draft, or in a mentor text of how this skill/strategy is used. (I do) Active Involvement: Get the child started trying this while you are there to provide support, or at least to talk through how he or she might get started using this new strategy. (We do) Predicable structure! Gradual Release.

Link (connect teaching point to student’s own situation & goal) Restate the strategy you have just taught. “Today, and everyday, whenever you are writing, you can…” “This is something writers do all the time…”

Examples of Conferring https://www.youtube.com/watch?v=tVqkJW1vUtM **Research-Decide-Teach 1st grade (all 0:00 – 5:57) https://www.youtube.com/watch?v=znLROuT6Z_4 Conference K-5th #2 2:10 -7:04 https://www.youtube.com/watch?v=o6M4pR7iZdE (Jennifer Serravallo 1st grade) Voice of Character Research-Decide-Teach 1st grade https://www.youtube.com/watch?v=XZwxu7CFXf8#t=623.4823125 Writer’s Workshop 1st grade conferencing

Examples of Conferring https://www.youtube.com/watch?v=znLROuT6Z_4 Conference K-5th 7:13 - end Conferring about Audience (Jen 3rd – 5th) Research-Decide-Teach 1st grade How Can I Support You? (Mark Overmeyer 3-5th)

Other Types of Conferences Group Conferences (Small Groups) Maximizes instruction- more students at once Students help each other- feel like experts Let them discover with each other “I’m not the only one.” Students become invested in each others success Peer Conferences (generally upper grade levels) Specific focus- look at only one thing Jobs (role cards)

Record Keeping Drives differentiated instruction! Provides assessment information. Builds a profile (portfolio) of the student. Guides future conferences. Helps intentionally develop the student as a writer and a reader. Drives differentiated instruction!

Key Tips Listen Be present Understand the Reader/Writer Follow the student’s energy Build on strengths Teach only one thing Document the moment Use your documentation to drive your future instruction

Susie Sample - Conference Binder Pencil pouch Post it notes Pencils/Pens Divider per student Tabbed 2 pocket Alphabetical dividers Numeric Prepared Conference Forms 1 quarter at a time Hole punched extras Binder Pocket Teacher reference section

Susie Sample - Running Record clipboard Clipboard with storage Calculator Prepared Running Record/Reading Record Forms Hole punched extras Pencils COLD Text (pre read) Additional Support documents Running Record Self Correct chart The 12 Systems of Strategic Action Question Prompts MSV Cueing Systems PDF ACPSD Reading Corrolation Chart

Other Resources How’s It Going? A Practical Guide to Conferring With Student Writers. Portsmouth: Heinemann, 2000. (KET Prof Dev packet) www.ket.org/education/guides/pd/writingconferences.pdf Sharpen Your Workshop Routines: Conferring Best Practices (blog) https://twowritingteachers.org/2014/08/08/sharpen-your-workshop- routines-conferring-best-practices/ **Menu and Sticky Note Conferring (You Tube explanation video--all) https://www.youtube.com/watch?v=b7-UNBILmHw

Revisiting Outcomes * Strategies for Success * Predictable Structure of a Conference * Conferring Management Independent Reading/Writing (Worktime) is one of the MOST powerful instructional times of the Workshop Framework.

Revisiting the Essential Question How can conferring during Independent Practice Time be the most powerful instructional time during workshop? It is all in how you use it… https://www.youtube.com/watch?v=Kf68cpT5KuQ &app=desktop How NOT to Confer in Writing Workshop

Carolyn Williams & Mindy Aiken Reading Coach Writing Lab Teacher 1st-5th North Augusta Elementary North Augusta Elementary cwilliams383@acpsd.net maiken@acpsd.net