2. Conferring: A Critical Instructional Tool
Carolyn Williams & Mindy Aiken

3. Carolyn Williams & Mindy Aiken
Reading Coach Writing Lab Teacher 1st – 5th
North Augusta Elementary North Augusta Elementary

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

5. 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

6. 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

7. 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.

8. 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.

9. 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.

10. 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.

11. Conferring with Writers 15:59 – 22:04
Cue: “Let’s go ahead and write your goal on this sticky note so that you remember when you’re writing”.

12. 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).

13. 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.

14. 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)

15. 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.

16. 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…”

17. Examples of Conferring
**Research-Decide-Teach 1st grade (all 0:00 – 5:57)
Conference K-5th #2 2:10 -7:04
(Jennifer Serravallo 1st grade) Voice of Character
Research-Decide-Teach 1st grade
Writer’s Workshop 1st grade conferencing

18. Examples of Conferring
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)

19. 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)

20. 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!

21. 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

22. 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

23. 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

24. Other Resources
How’s It Going? A Practical Guide to Conferring With Student Writers. Portsmouth: Heinemann, (KET Prof Dev packet)
Sharpen Your Workshop Routines: Conferring Best Practices (blog)
routines-conferring-best-practices/
**Menu and Sticky Note Conferring (You Tube explanation video--all)

25. 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.

26. 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…
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How NOT to Confer in Writing Workshop

27. Carolyn Williams & Mindy Aiken
Reading Coach Writing Lab Teacher 1st-5th
North Augusta Elementary North Augusta Elementary