Let’s Talk: Conferencing in Writer’s Workshop ALA In-service August 14, 2008 Presenters: April Bickerstaff Presenters: April Bickerstaff Randi Sarkin Randi Sarkin Robyn Stefanyak Robyn Stefanyak Joanne Lepinsky Joanne Lepinsky

Icebreaker  Write an acrostic poem using your first name  Use adjectives to describe yourself  Pair up with someone that you do not know to share your acrostic poem  Volunteers share in the author’s chair where partners will read each other’s poems.

How does Student-Teacher Conferencing look? (Best Practices) Teacher’s Role…..  Keep a nurturing tone  Give students time to think  Follow up with more questions not answers  Listen for distress signals  Set goals Student’s Role………  Come prepared to talk about feedback given from their peers  Understand the rubric’s expectations  Listen to teacher feedback  Set goals for next steps

Rituals and Routines 15 Minutes  Write down on a chart how your rituals and routines are managed for conferencing

Connection of student generated rubrics and conferencing (Accountable Talk)  Students conference with peers and learn how to self-conference before conferencing with the teacher. Students generate rubrics guided by the teacher at the meeting rug. They are taught what is expected of them to receive a 4. These meetings give the students clear expectations of what is expected of them in the work period.

Rituals and Routines  Writing Process: children move their clothespin to show where they are in the writing process.  Self-Conference: students use the self conference artifact to assess their own work  Peer-Conference: students are taught the sticky note method and also use genre specific checklists to evaluate each other’s work  Conference Sign-Up: students sign up for a conference. The teacher calls students from the sign up sheet to the conference table while the other students continue to work independently work independently

Rituals and Routines Continued  Student Awareness: students know the importance of not interrupting conferences. They understand what to do if they need help.  Stop & Go: a sign is placed on the conferencing table that signals to students if a conference table that signals to students if a conference is in session. is in session.  What to do when we are done: students can refer to the artifact of what to do when they are done or waiting for a conference  Artifacts: artifacts are developed by the students and teachers in the meeting area and posted in the classroom. These artifacts are taught in mini lessons

What do you do to organize your conferencing time? 5 Minutes  Write down on a chart how you organize your conferencing time

Conferencing Organization  The writing conference binder: you can set up your binder different ways (ex. by class or by students).  The conferencing binder works if and only if this routine is set up and established at the beginning  Included in the binder could be the following: –Checklists –Rubrics –Comment sheets  Included at the conferencing table could be: –Sticky notes –Highlighters –Conferencing pens –Timer –Stop & Go flip sign

Questions and Comments

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