By: Carl Anderson Presentation by: Jana and Jordan How’s it Going? By: Carl Anderson Presentation by: Jana and Jordan

Who is Carl Anderson? Carl Anderson is a literacy consultant (works with elementary/secondary schools in US and Canada). Author of Assessing Writers and How's It Going?. Worked for eight years at the renowned Teachers College Reading and Writing Project at Columbia University. Was an elementary and middle school teacher in the Bronx, in Kentucky, and Illinois.

Book Overview The writing conference dynamic Who and what is involved? Conversations vs. Conferences How to approach the conference Methods Relationships The “Build-up” Being consistent and following up

The Structure Of A Writing Conference What Are Conferences? The Structure Of A Writing Conference Conversation about the work the child is doing as a writer Conversation about how the child can become a better writer

THE TEACHER’S ROLE IN A CONFERENCE In the first part of the conversation: Invite the student to set an agenda for the conference Get on a line of thinking about the student’s writing work by asking research questions and reading the student’s writing Decide what to teach the student In the second part of the conversation: Give the student critical feedback Teach the student Nudge the student to have-a-go Link the conference to the student’s independent work

THE STUDENT’S ROLE IN A CONFERENCE In the first part of the conversation: Set the agenda for the conference by describing her writing work Respond to her teacher’s research questions by describing her writing work more deeply In the second part of the conversation: Listen carefully to her teacher’s feedback and teaching Ask questions to clarify and depend her understanding of her teacher’s feedback and teaching Have-a-go with what her teacher taught her Commit to trying what her teacher taught her after the conference

FIRST THE STUDENT IS IN THE LEAD ROLE… Student Teacher Sets agenda for conference by describing her writing work Teacher Listens carefully to what the students say about her writing work; asks questions to clarify and deepen his understanding of the student’s work THEN THE TEACHER IS IN THE LEAD ROLE… Pursues a line of thinking about the student’s writing work by asking questions and reading the student’s writing Shares his assessment of the student’s writing work Helps the student learn to do her writing work better Responds to her teacher’s questions Listens carefully to the assessment; ask questions to clarify and deepen her understanding of the assessment Tries to figure out how to do her work better, or listen carefully to what the teacher says about how to do her work better

EXAMPLES OF THE KINDS OF WORK THAT WRITERS DO WHEN THEY COMPOSE PIECES When writers have this intention… They might use one of these strategies… Find an idea to write about Free-writing Look around and let objects spark ideas Figure out the focus for a piece Ask themselves, “What’s the thing I really want to say about my subject to readers?” Organize a draft Study the structure of a model piece Make a flow chart of the piece Write an ending Study the endings of several model pieces Brainstorm several endings and pick the one that works best Add information to a draft Read the piece to someone and add information that person wants to know Draw a picture of what they’re writing about to help them think of what else they could say Edit their drafts Read their pieces out loud to themselves Read their pieces out loud to someone else

Some Tips…

Conversational Strategy Gives Support To We Might Say… Redirect Students who talk about the content of their writing instead of their writing work “Your mom is really interesting. So what are you doing as a writer today?”

Conversational Strategy Gives Support To We Might Say… Reflect and Pause Students who have some facility with talking about their writing work “So your writing is going okay…” “I see…” Show and Describe “Why don’t you show me what you’ve been working on today, and describe what you’re doing?” Refer Back to the Last Conference “Last time we talked you were working on your lead. Where are things now?” Name What I’ve Observed “I saw you were crossing out a section of your draft. Can you tell me what’s going on?”

Conversational Strategy Gives Support To We Might Say… Take a Tour Students who need a lot of support with talking about their writing work. “I’m going to take a look at your draft, and describe what I think you’re doing as a writer today.” Suggest Options “So what are you doing as you draft-are you working on dialogue or internal thinking?”

Conversational Strategy Gives Support To We Might Say… Amplification Students who need a demonstration of how to use writing discourse “Oh, I see. You’re using carets to add words to your draft.” “So you’re suing a circular structure to organize your memoir.” Ask for clarification Students who need practice using writing discourse “Could you explain what you mean by stretching your writing?”

Matchmaker, Matchmaker “When we are successful in showing students how to learn from writing mentors, we teach students how to teach themselves” (110) Assemble a collection of texts – have an affect, well crafted, reflect our students, variety of genres “Ask” the mentor for feedback – comparing student writing to author mentor’s Teaching students who have a mentor vs. teaching students who don’t

Laying the Groundwork for Conferences Lay the foundation with mini-lessons – give students information, persuade students to adopt writing agendas, allows students to try things out (inspire and enable) Architecture of a mini-lesson – structure should remain constant day to day Keep mini-lessons from turning maxi Mini-lessons Connect Teach Encourage a have-a-go Link to student writing

Decisions, Decisions We need to choreograph our conferences long before we try to implement them Where? (neutral space) What tools? (note taking, record keeping) What do students need? At what point in the writing process? (“fix ups” vs. ongoing) Who initiates? How much time? (3-8 min) 20-30 conferences a school year – is it enough? More one on one instruction than most get in their entire academic career

“What Are All the Other Students Doing?” Classroom management Envision the workshop Transition from mini-lesson to writing Circulate Have materials ready What will students be doing? Teach independence (for sustained periods of time) Inform students of other places the can go for help/strategies to solve problems Develop a repertoire of diagnostic questions Are students invested in their pieces? Do students make plans and set goals? Do students have access to materials? Am I a gatekeeper? Is my presence felt around the room?

To Summarize… Build systems of relationships Establish teacher-student boundaries. Conversations vs. Conferences Don’t showcase your skills Avoid the traps…confidence, direction, planning (organization), intention and follow-through.

The End “To confer well, we need to be affected by students, and them by us. We need to be in love for the first time.” (193)