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

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Presentation on theme: "Let’s Talk: Conferencing in Writer’s Workshop ALA In-service August 14, 2008 Presenters: April Bickerstaff Presenters: April Bickerstaff Randi Sarkin."— Presentation transcript:

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2 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

3 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.

4 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

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

6 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.

7 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

8 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

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

10 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

11 Questions and Comments

12 HATS OFF TO YOU!!  Have a GREAT TERRIFIC TERRIFIC FANTASTIC FANTASTIC PRODUCTIVE PRODUCTIVERIGOROUS School Year!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!


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