1. Kennis (P3), Marian (P4), Kevin (P5)
CONFERENCING
Kennis (P3), Marian (P4), Kevin (P5)

2. Philosophy Students get individual feedback each lesson
Rare
Valued
Differentiation
Individual student needs are met
Students are set accomplishable goals

3. Process Stage What to mark Mind map
Feedback; Make sure students are on task
1st Draft
Marking for IDEAS only
2nd Draft
Marking for grammar
3rd Draft
Perfected grammar and ideas
Final Copy
Praise

4. Mind Map Are they on task?
Teachers will skim through mind maps to ensure students are on the right track.
Enough vocabulary
Understanding structure
Understand text type

5. 1st Draft What does this mean? Marking for IDEAS only Why? How?
Teachers are not to correct any grammatical or spelling mistakes
Why?
Students realize teachers value their ideas as much as (if not more than) the technical grammar points
Because process writing is about learning through writing.
How?
Any sentence can be elaborated upon.
Ask questions: Who? What? Where? When? Why? How?

6. 1st Draft
Samples

7. 1st Draft
It’s your turn!
Mark the piece of writing for one or two ideas
Compare and discuss what questions you asked
Share!

8. Mini-Lesson
Five-minute lesson before students begin independent writing
Teachers should take note of common (grammatical or conceptual) errors when marking 1st drafts
Discuss with Process Writing teacher before lesson to briefly prepare
Mini-lessons on: Punctuation, Adjectives, Adverbs, Connectives, Paragraphing, Tenses,…

9. 2nd Draft Marking for grammar and spelling mistakes Why? How?
Because technical grammar and spelling are important in making a coherent and expressive piece of writing
How?
If students have not learned how to correct their mistakes, give them the answer.
If students know how to correct their mistakes, do not give them the answer.
Use symbols to indicate the type of correction needed and draw a ( ) for students to write corrections

10. 2nd Draft Symbols give students a chance to learn from mistakes
T = tense Sp = spelling
P = punctuation W = word
^ = insert word = change order
A = article Pl = plural

11. 2nd Draft
Samples

12. 2nd Draft
It’s your turn!
Mark this piece of writing for grammar using the symbols
Share!

13. 3rd Draft When should students do a 3rd draft?
If there are a lot of teacher corrections
If it benefits the student to go through process again
Based on professional judgment of teacher and should not be influenced by time

14. Final Copy Sharing Not marking on it Makes writing meaningful
Demonstrates writing is for an audience
Not marking on it
Errors are apparent in previous drafts
If any glaring errors/absolutely necessary, ask students to immediately correct it themselves