I Teach 1st! July 10, July 14, 2017

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1 I Teach 1st! July 10, July 14, D-627 Conferring with Young Writers Jennifer McDonough All resource materials not specifically identified as being reprinted from another source is copyright 2018 by Jennifer McDonough You may not distribute, copy, or otherwise reproduce any of this material for sale or for commercial use without written permission from the author. Bring SDE training to your school! Partner with SDE to bring sustained, job-embedded training to your school. Contact SDE s Educational Partnerships Team today!

2 Conferring with Young Writers: What to do when you don t know what to do Goals Common Language Goal Setting Jen McDonough For more information or questions: jenniferjmcd@gmail.com Blog: literacychats.wordpress.com Follow me on Permanent -strategies stay up all year-thinking is visible Universal -No matter what genre/study and can be used with any structure Transparent -Helping young writers understand the qualities of good writing authors use to make their writing great *Works whether you use a writing workshop format or not

3 What are the Qualities of Good Writing? Ideas Structure Conventions One Focus Real Voice Elaboration No matter the genre of unit of study-these can be focused on to help the writer grow! Focus on Composition Development -Glover, Ray (2008) Teach the writer, not the writing. -Lucy Calkins

4 Definitions I-Ideas: Writers know how to get ideas for writing. S-Structure: Presenting ideas clearly, with a logical, well organized flow. C-Conventions: Producing letters and words; employing editing and proofreading skills; using accurate spelling, punctuation, capitalization, grammar, legibility, formal rules of the genre O-One Focus : The focus of the text is also referred to as its thesis, theme, controlling idea, main point. In practical writing, the focus is often specified for the writer by the "occasion" for the writing. Kate Kiefer, English Department, Composition Director, CSU R-Real Voice: Writing in a style that illuminates the writer s personality. E-Elaboration: Including appropriate details and facts to stated main ideas; explaining key concepts; supporting judgments; creating descriptions that evoke mood, time, and place, and develop characters. List adapted from: Routman, Writing Essentials, 2005

5 Kid Language I -Ideas: Writers know how to get ideas for writing. S -Structure: The bones of your writing work. C -Conventions: Writing so that anyone can read your work. O- One Focus: Your writing is about one thing. R- Real Voice: Your writing sounds the way you talk and act. E- Elaboration: Helping your reader see, hear, feel and understand by making a picture in his mind with your words.

6 Ways to Use I SCORE Whole group instruction Individual Goal Setting (post its) One on one conferring Small groups Reference Books : Making goals visible Reduce and make copies of published and student writing that reflect the quality being studied Create books or reference cards (pieces of card stock) with writing pieces Let kids choose writing to be copied and present on the skill Leave out for students to reference throughout the year

7 Assessment: Is there Growth? Conferring Notes/Touch Points On Demand/Skill Checklists Student Reflections TCRWP Narrative/Informational Writing Assessment and Rubrics Link to ISCORE Chart, Student Checklists, Powerpoint Presentation and other resources: 00

8 LIST OF RELATED CITATIONS CONFERRING WITH WRITERS PRESENTED BY STAFF DEVELOPMENT FOR EDUCATORS (SDE) Jennifer McDonough Ackerman, Kristin and McDonough, Jennifer. (2016). Conferring With Young Writers: What To Do When You Don t Know What To Do. Portland, ME: Stenhouse. Anderson, Jeff Things Every Writer Needs to Know. Portland, ME: Stenhouse. Ayers, Ruth and Shubitz, Stacey Day by Day: Refining Writing Workshop Through 180 Days of Reflective Practice. Portland, ME: Stenhouse. Black, Michael Ian. (2010). A Pig Parade is a Terrible Idea. New York, NY: Simon and Schuster Bomer, Katherine Hidden Gems: Naming and Teaching from the Brilliance in Every Student s Writing. Portsmouth, NH: Heinemann. Boushey, Gail and Moser, Joan The Cafe Book: Engaging All Students in Daily Literacy Assessment and Instruction. Portland, ME: Stenhouse. Boushey, Gail and Moser, Joan The Daily 5: Fostering Literacy Independence in the Elementary Grades 2nd ed. Portland, ME: Stenhouse. Brinckloe, Julie. (1985). Fireflies. New York, NY: Alladin Paperbacks Cali, Kathleen. (2013). The Five Features of Effective Writing. Available on line at Calkins, Lucy Writing Pathways: Performance Assessments and Learning Progressions. Portsmouth, NH: Heinemann. Calkins, Lucy & Hartman, Amanda & White, Zoe One to One: The Art of Conferring with Young Writers. Portsmouth, NH: Heinemann.

9 Corgill, Ann Marie Of Primary Importance. Portland, ME: Stenhouse. Cruz, M. Colleen Independent Writing: One Teacher-Thirty-Two Needs, Topics, and Plans. Portsmouth, NH: Heinemann. Culham, Ruth Traits: The Complete Guide for the Primary Grades. New York, NY: Scholastic. Donahue, Lisa The Write Voice. Markham, Ontario: Pembroke.

10 Ideas Writers know where to get ideas for writing Look at pictures on writing folder Think of a person you know and things you have done with that person Think of a place and things you have done at that place Look at what other writers are writing about Think of the first time you did something Think of the last time you did something A time when you felt a strong emotion: excited, disappointed, sad Structure The bones of your work Table of contents Beginning, Middle, End Leads question noise word suspense action dialogue Endings feeling surprise circular Paragraphing when a new person talks change of scene passage of time Action and dialogue need to be grounded in the setting Story Arc (build up to a clear problem and then solve or resolve it) Bibliography Conventions Writing so that anyone can read your work Stretching out words When in sight, spell it right Write neatly Use spaces Capital letters beginning of a sentence names I proper nouns proper adjectives Punctuation period. exclamation point! question mark? quotation marks capital letter for first word inside quotation mark ending punctuation before ending quotation mark Commas in a series after transitional phrases Parts of Speech One Focus Your writing is about one thing Post it with your main idea move from page to page What is the heart of your story? What really matters here? Does this fit? Watermelon vs. seed Real Voice Your writing sounds like the way you talk You, I Ask, Who am I writing this for? Does your writing sound like you? Dialogue: does this sound like the person would talk? Do you use your everyday vocabulary? Internal thought write with italics Point of View first person second person third person Speaking to your audience Elaboration Helping your reader see, hear, feel, taste and understand by making a picture in his mind with your words Labeling a picture Add details to the picture Add details to the words Minute by Minute What else? Speech Bubbles WOW words not boring words! Partner Sentences compare give examples explain/define Text Features Writers get to embellish Setting a mood/tone weather dialogue Be a movie star/not a narrator Juicy words (titles, chapters, anywhere!) What are you feeling? Internal and external character traits Did You Know bubbles Interesting captions (compare, describe, explain) Conferring with Young Writers, Kristin Ackerman and Jen McDonough

11 Writing Conference with Goal: Strategies: Strengths: Date Observations and Instruction Next Steps to Meet Goal Writing Piece: Level: Writer s Job: Touch Point Notice: Teach: When do we meet next? Writing Piece: Level: Writer s Job: Touch Point Notice: Teach: When do we meet next? Writing Piece: Level: Writer s Job: Touch Point Notice: Teach: When do we meet next? Writing Piece: Level: Writer s Job: Notice: Touch Point Teach: When do we meet next? Writing Piece: Level: Writer s Job: Touch Point Notice: Teach: When do we meet next? Overall Observations: