WRITING EXCERPT p. 226 229 Begin with Content Conference My experience has been that it takes some convincing to get teachers to focus first on content and initially ignore editing concerns. Editing is concrete. Errors in mechanics and format are more easily noticeable (and more easily fixed), so we naturally go there first. Dealing with the quality of the content requires more time and skill on our part, so we shy away from it. Because most of us have had so little professional development on how to teach writing well, many of us lack the skills and confidence to help writers hone and clarify their messages. So we go straight to the editing. On a practical level, it s difficult to work on both content and editing at the same time. In fact, writers often experience writer s block and lose their concentration when editing concerns become a focus too early in the writing process. The exception would be kindergartners or students just learning to write. In order to focus on content, they first have to know how to form, sound out, and space at least six or more letters in order to begin to write a message. QUESTIONS TO KEEP IN MIND DURING A CONTENT CONFERENCE What has the writer done well? What is the writer trying to say? How can I help the writer say it more clearly, succinctly, and originally? What language do I use to encourage and support the writer? What language do I use to nudge the writer to continue working on improving the quality of the writing? What options can I provide so the student is successful? What are the one or two most important things I can say and do to help this student? Use the Language of Helpful Response When you start by celebrating the whole writing piece and noting what the writer has done well, other students will want to try what that writer has done. (Make sure your praise is not overfocused on particular aspects of the craft of writing.) Use the exact words of the writer whenever possible. Begin with Content Conference page 1
page 2 Start with What the Writing Does I love the way your first sentence.... Your story reminded me of.... I could picture exactly how... When you said [blank], I felt.... Your dad is going to treasure this piece because.... I noticed that.... I really like the way you used conversation to let the reader know exactly how you felt. It seemed as if I were right there in the room with you. Then Move to What the Writing Has You tried out conversation. You skipped lines so you could add in easily. You spaced your words, which makes it easy for the reader to read your message. I like the way you used the word [blank] instead of [blank]. Encourage Your Youngest Writers and Your Developing Writers I like how you were stretching out your sounds as you wrote. I saw you looking at the word wall to figure out a word. Good for you. You re spacing better between words. That makes it easier for the reader. You drew your picture first, and that got you going on your story. I noticed you were using your reading finger to be sure your voice and your words matched. I love the way your picture has lots of information in it. You re continuing your story from yesterday. That s great. Say your words slowly as you write them. That will help you hear more sounds. Use Language that Encourages and Clarifies I really like how you... So you re saying... Perhaps you could try.... Can you say more about...? How about ifyou...? You might want to.... Think about.... Let s try this together.... However, sometimes, you will need to be more directive, and that s okay. It s our job to inform students of what s necessary to make the writing work and then to help them do it. We need to help students find the writing focus and teach whatever strategies they need to move the writing forward. That s part of our job as teachers of writing. But before making direct suggestions, we need to have first established trust with the writer by celebrating and building on his strengths. I m confused here. I m not sure what you re trying to say. I think you need to... Let me show you how to... Try another lead that.... Teacher Talk
page 3 You ve got too many tired words. Reread and see if you can t replace some of those with more lively language. Let s try one together. Your piece ends abruptly. Let s talk about an ending that could work. Reread your piece before you start writing again. Why don t you try...? Show me where you say... Explain.... Check the criteria we ve established. Make sure you ve done everything that s required. One thing writers do when they want to [blank] is....here s what I mean. WHAT TO FOCUS ON IN A CONTENT CONFERENCE Clarity and interest of topic for the reader. Organization and structure: Clarifying ideas and thinking. (Does it make sense?) Narrowing the topic. Telling a story in sequence. Deleting unnecessary and boring information. Adding pertinent words and information (providing enough description). Putting like information together (cutting and pasting). Adding necessary transitions. Leads. Endings. Personal style: Voice. (Does it sound like the writer?) Dialogue. Humor. Word choice. Writing craft. Genre: Appropriately chosen. Appropriately executed (includes the correct qualities and features). What It Sounds Like to Focus on Content Think about how you can begin your writing so your reader knows exactly what you re writing about. When you get stuck, read over what you ve written so far. You might need to reread a few times to get ideas to get going again. Sometimes it s easier to hear how your writing sounds if you quietly read it out loud to yourself. Make sure your writing makes sense and is easy to understand.
page 4 Always keep your reader in mind as you are writing. I noticed you tried...when you got stuck.that s what good writers do. I saw you reading over what you wrote yesterday before you started writing today. That helps your thinking get going and helps you decide what you want to say next. Good for you. Make sure your lead catches the reader s attention and makes it clear what you re writing about. You may want to try writing another lead or two and see which one works best. Will the reader know your piece is finished? Do you have a satisfying and interesting ending that ties everything together?
page 5 Depend on Minilessons Minilessons short, focused lessons in which you teach what the writer needs are often appropriate during a conference. It might be a quick point of grammar, how to insert information, how and where to add a transition, how to cut and paste information, how to paragraph. During your daily conferences, you will begin to notice some similar needs among your students. Use these patterns to guide your teaching and minilessons. For example, many students end their pieces abruptly, or they make the writing longer but not better, or they do not use transitions to let the reader know what s coming next. If transitions are missing, I might say something like this: Kids, I ve noticed that some of you are making it hard for your reader to follow what s happening. Let me show you how you can signal the reader that you are moving to a new idea. (See example on pages 320 321.) Then, with a student s permission I project the student s writing on a screen, and I explicitly show and guide the student how to make the writing clearer: Today, before you begin writing, reread your piece, and be sure it s easy for the reader to follow. At this point, I am not using the word transition. I teach the concept first and label it later, which makes it easier for students to learn and apply. Once students understand the concept and have practiced it in their writing over weeks and months, I say something like: Kids, what we ve been working on adding a line or two in to let the reader know that you re moving to a new idea or subject is called adding transitions. Transitions are important. In fact, all good writing has them.