Chapter 9 Reflections

Where does one begin to find the time to conference with 19 first graders about their writing?  Fortunately, I can answer that question a little more easily now that I have read the chapter on conferences.  The text helped me better understand the different kinds of conferences there are, and it helped me develop a clearer idea of the many purposes of a writing conference.  In my mind I had always thought that a writing conference must be a one-on-one formal conference with each student.  You can only imagine how difficult that is to do with a 19 to 1 student-teacher ratio.  I pretty much abandoned that impossible feat and decided, instead, that it would work best for me to walk around the room and try to assist as many kids as possible while my students were writing.  Realistically, I believe that this is what I need to be doing with my young (sometimes reluctant) writers. 

With this being said, I know that I must conference with my students in order to help them move forward in their writing.  I love the idea of having whole-class shares and conferences.  This set-up seems to be very doable and effective.  Regie Routman notes that one of the greatest advantages of whole-class share is the amount of teaching that occurs in a short period. 

I am listing the steps of whole-class share/conferences because this is one of the main structures that I want to begin using with my class.

1.     A student reads her story aloud while the class listens for the overall sense of the piece, the whole of what the writer is trying to say.   

2.     The student reads the piece aloud again as the class listens for specific language, things the writer has done well, and things that are confusing.

3.     Teacher and the other students celebrate what the writer has done well.

4.     Teacher makes one or two teaching points that will help move the writer forward.

5.     Teacher keeps track of students who share.

(pgs. 211, 212 from Writing Essentials)

Routman maintains that this type of conference is especially effective because they make the classroom easier to manage, more ideas are generated, and the status of students is raised because all the children are involved in the celebration and affirmation of the writer.

Example of Jack’s Journal Entry and Whole-Class Share and Conference:

Jack's writing before he shared and we conferenced. Jack:  “Saturday is my real birthday.  My birthday is going to have EMAW.”  (Jack read this from his journal just a few days ago.) Mrs. Burdiek:  I like how you started your story.  I bet you are really excited that you will celebrate your birthday next Saturday.  I think I know what EMAW stands for, but could you let your friends know what it means? Jack: “EMAW stands for Every Man a Wildcat.” Mrs. Burdiek:  I’m a K-State fan, too, and I just love that saying.  I went to K-State many years ago, but no one said EMAW way back then.  Tell me more about your birthday cake.  Who is going to make it? Jack:  I think that Donna Wege  is going to make it.  She is Kendon’s mom.  (Kendon is a student in my class.) Mrs. Burdiek:  Donna makes great cakes.  I’m sure it will be delicious.  Why do you like K-State so much? (I probably should had done a better job of having Jack narrow his topic by focusing on his cake instead of what he likes best about K-State.) Jack:  I like K-State because Jacob Pullen plays for them.  He is my favorite player. Mrs. Burdiek:  He has been a fantastic player for K-State this year. Mrs. Burdiek:  I can’t wait to hear your story after you have added more to it.  Jack heads off to his desk to work on his story.  I have written his ideas on post-it notes to help him remember his thoughts.  (I explained to the class what I was doing with the post-it notes before I wrote his ideas down.) Jack's writing after he share and we had our whole-class conference.  Notice how he used the caret to insert the word Pullen.

Other kinds of writing conferences that are described in this chapter include the following:

1.   Quickshares

2.   Roving, on-the-run conferences (I like the term “on the run” because that's what I feel like I am doing - zipping from one end of the classroom to the other – constant motion!  Who needs Mrs. Burdiek the most???)

3.  One-on-one formal conferences

4.  Peer conferences

Two additional points that I gained from this chapter are as follows:

1.     I really need to do a better job of not looking at my child’s paper when they read their story to me the first time because immediately I want to help “fix-up” their writing before we talk about the content.  I know now that I am showing my students that the mechanics/conventions of their writing are more important than the ideas they write.  (I am thinking I need to sit on my hands and have the students hold up their papers while they read.  This would definitely help me focus on their message.)

2.     It is important for kindergarten and first grade students to share their writing everyday.  I need to allow time for this. 

Questions:

1.     Is it okay to have students share their writing in small groups at their tables?  I still plan to do whole-class shares, as well.

2.     What does a teacher do when they have an especially reluctant writer(s) that seems to demand most of your time?  Any suggestions from anyone?  Thanks!