Quality Conferencing

I think that conferencing is the most crucial piece in writing. It is also the hardest part for me as a teacher. As you have possibly read in my posts Write, review, revise, write, repeat. Part 1 and Part 2, I had the most remarkable experience with conferencing as a student in my OWP course. But when the literal table is turned, I feel like I take the easy route and pick on mechanics. After reading The Balancing Act of Kindergarten Writing Instruction by Elizabeth Auguste, I wrote this statement. "And so, I will be more intentional with conferences built around story elements and voice." That's the goal, here's the plan.

Amanda Stucke, one of the awesome cohort leaders in the OWP four week, who works with little ones as well, demonstrated how she runs her conferences based off of sticky notes and a binder. This is the plan that I hope to follow this year. Amanda's conferencing binder includes; a checklist to balance meeting with all students, sticky note conference sheets, and a data collection page for each student.

To start the process, Amanda reviews her student's data collection page. When conferencing, Amanda has a checklist of ideas on a sticky note. She keeps track of what the students is working on and next possible steps. When the conference is over, she moves the sticky note to the student's collection page.

The collection pages show the student's progress as a writer as well as providing information to be shared with parents at conferences. It helps her and her student identify goals in writing.

I was also inspired by Amanda showing us how she will pull a mentor text to use in a conference. I know, so simple and obvious, but I've never done it. Easily part of my must do list.

Yes, mechanics are important in Kindergarten, since we're just learning how to develop a thought into a sentence, so I will be tracking my students' progress. But, when I conference with my students, I want it to go beyond a base level. I plan to incorporate sticky notes about the style of writing, story elements, and voice of the piece.

Why would I do this in Kindergarten you ask? Simple, authorship. Elizabeth Auguste writes, "They explained that the freedom to get ideas on paper using scribbles, invented spelling, and drawings is essential for student to develop an authentic self-identity of authorship." I want my students to be writers, with something to say, in their own unique voice, or picture, or scribble.

Bibliography

Auguste, Elizabeth. “The Balancing Act of Kindergarten Writing Instruction.” Ascd.Org, Apr. 2018, www.ascd.org/publications/educational-leadership/apr18/vol75/num07/The-Balancing-Act-of-Kindergarten-Writing-Instruction.aspx. Accessed 10 July 2020.

Stucke, Amanda. "Sticky Note Conferences." Ohio Writing Project 41st Annual Workshop on the Teaching of Writing. June 19, 2020.