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Conferences Grouped by Stage of the Writing Process
There are certain teaching moves we make to help children at each stage of the writing process. If you need support conferring with children at a particular stage, it may be helpful to study the conferences we have used at the same stage, we've selected five conferences for each stage, but there are many more. You will be able to see both the broad moves and the particular ways we have tailored our teaching to meet our students' needs.
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Planning
Pay attention to how the teacher helps the student rehearse and plan for writing by encouraging the student to talk about the story and sketch parts of it. This is the main teaching point of most conferences in this group. In some, the teacher helps the student use the plan to begin drafting. Look closely at how the teacher returns to the original teaching point.
| SM-2 |
Can I Show You How to Write What Happened First, Then Next, Ford? |
| NF-3 |
Make a Mental Movie of Yourself Following Your Directions to See if They're Clear. |
| SM-6 |
Nothing Happens in My Life. |
| NF-5 |
What Will You Write in Your Table of Contents? |
| SM-8 |
Will You Touch Each Page and Say What You'll Write? |
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Drafting
Notice how the teacher helps the student write down ideas by referring to a plan the student has made, helping the student stretch out words, and helping the student think about keeping a focus. Sometimes the teacher helps the student draft and revise at the same time.
| PO-1 |
Are Those the Sounds You Hear? |
| WR-4 |
I Don't Want to Write the Words the Wrong Way. |
| SM-5 |
Let Me Help You Put Some Words Down, Liam. |
| LW-3 |
What's the Story in This Picture, Bryanna? |
| LW-10 |
Writers Share Community Supplies. |
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Revising
Pay attention to how to the teacher helps the writer add more and/or take out parts of the writing that don't belong with the main idea. In many conferences the teacher couples the revision strategy with thinking about how and where to put the words on the page. The pieces of writing in these conferences are whole; the writers are going back to imagine a new way of thinking about them.
| CR-3 |
As a Reader, I'd Love to Hear More About That, Omid. |
| CR-9 |
This Part Is Confusing to Me, Alexa. |
| AM-5 |
Use A Refrain. |
| PO-7 |
What Is the Most Important Feeling in Your Poem, Maddie? |
| NF-6 |
Where Is Your Author's Voice? |
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Editing
Notice how the teacher helps the student go back to a piece of writing that is completed to fix missing words, punctuation errors, or spelling mistakes. The students are being taught to discover an error, correct it, and find another one.
| CR-1 |
Are ALL of Your Words Important to Your Story? |
| WR-2 |
Famous Writers Use Periods to Tell Readers When to Stop. |
| WR-5 |
If You Erase That Word and Scoot It Over, It Will Be Easier to Read. |
| WR-8 |
Reread as You Write, Noticing White Spaces and Spelling. |
| AM-6 |
You Can Use Ellipses to Show Waiting. |
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