tag:blogger.com,1999:blog-7660379786515131705.post5297175460557834921..comments2023-05-13T01:58:58.104-07:00Comments on Essentials of Writing: Assignment Seven: Student Writing ConferenceUnknownnoreply@blogger.comBlogger3125tag:blogger.com,1999:blog-7660379786515131705.post-63013642112658536282016-11-06T19:18:21.192-08:002016-11-06T19:18:21.192-08:00This comment has been removed by the author.Tomhttps://www.blogger.com/profile/10418178911142159459noreply@blogger.comtag:blogger.com,1999:blog-7660379786515131705.post-90547682627603823402016-11-06T09:37:02.377-08:002016-11-06T09:37:02.377-08:00Hi Tom,
When you worked with your student, did yo...Hi Tom,<br /><br />When you worked with your student, did you follow the conferring format, where you complimented the student and pick one or two specific points for the student to focus on? In the classroom, time is a big factor, in order to get to the most students possible; so conferences need to be short and tight. When we work individually with students it allows us the luxury of having more time and being able to connect with the child on a different level. <br /><br />It sounds like an incredible experience to be able to work with this student for years and see her progress and growth. :)Jackie or Maryhttps://www.blogger.com/profile/10064763703787095764noreply@blogger.comtag:blogger.com,1999:blog-7660379786515131705.post-64725875286781718452016-10-31T03:18:54.467-07:002016-10-31T03:18:54.467-07:00I have been teaching a third grade student who is ...I have been teaching a third grade student who is in a bilingual program (Chinese / English) at a local elementary school about twice a week in a one on one situation for more than two years. English is her second language. From what I can tell, the school does a lot of spelling, grammar, and reading comprehension. Not much emphasis is placed on writing. <br /><br />Since I have started working with her, I have used writing as a vehicle to get her to use the English she knows and to write summaries based on her school science, social studies and language arts textbooks. So in essence, I have been conducting a student writing conference twice a week with her for two years now.<br /><br />We use tools such as graphic organizer, sticky notes, and cartoon templates to help with comprehension and organization. In addition, we have used color markers, big paper, writing notebooks, computers, and an iPad to help keep the actual writing interesting. <br /><br />We always read and discuss the selected material and look at contextual clues like pictures, italics, headings, and charts. We usually do some kind of pre-writing exercise, but not always.<br /><br />Initially, I did a lot demonstrations and she basically copied what I wrote. I think that helped with her conventions, but predictably she came to rely on me too much. Eventually, via shared writing and guidance, I got her to write on her own. Now, we both write our own paragraphs and compare final products. When she began flying solo, she often just copied the textbook. However, she has become much better at using her own words especially in regards with her language arts reading book. <br /><br />What’s next? Obviously, I am going to continue to encourage her to use her own words. Then I think it is time to clean up her spelling. It is not a big problem, but I want to foster good habits. I plan to try Regie’s ideas about how to teach spelling. “What words don’t look right?” I think it will help her think more and become more independent. I always monitor her work for teaching opportunities and keep it positive. <br /> <br /><br /><br />Tomhttps://www.blogger.com/profile/10418178911142159459noreply@blogger.com