I develop a peer conference form off of the rubric the students are using for a particular study. It basically has two parts, "What I liked about the Writing," and "Opportunities to make it even better." They share their writing with each other and then itemize a specific "Plan of Action," and then both sign the form. This has to be consistent with the rubric. For example, if the rubric indicates use of multi-sensory description, then they might comment, "I like how you used "________," when you described ________. For Opportunities to make it even better, a comment might be, "You may want to think about additional description when you write about ___________. "
To keep the classroom as student centered as possible and reinforce that we all learn from each other, I keep an "Expert" board on one of the bulletin boards. During writing conferences, when it is evident that a particular student has a wonderful understanding of either a skill or concept, they can be considered an expert. That category is posted and there name is placed on a post-it under that category. I have used this both with individuals who have excellent computer skills such as developing a powerpoint presentation or an element of writing - such as using flashback in their piece. If an individual then asks me how to do a powerpoint, I would direct them to the expert board and they in turn would ask the "expert." If a student wanted to use a flashback when writing a memoir, they would go to the expert board and see who had successfully incorporated flashback into their writing and then conference with that "expert." I hope that helps! Kristine In a message dated 09/21/08 22:40:24 Eastern Daylight Time, [EMAIL PROTECTED] writes: Kristine- Can you tell me more about your "Peer Conf Form" and "I'm An Expert" board? Love those ideas. If anyone else has suggestions for reading response ideas, I'd love to hear them. Elisa On Sun, Sep 21, 2008 at 11:07 AM, <[EMAIL PROTECTED]> wrote: > Jan, > > I am now working in a district that has not had students work independently > - in a writersworkshop mode or a reading workshop. I am trying to put it in > place. > > The parameters need to be clear on the onset, as to your expectations as > they conduct peer conferences while you conference. I use a peer > conference > form and remind them that both individuals need the form completed > thoughtfully > prior to the end of their meeting. I often show a sample of the completed > form on a smart board so that it is a constant visual reminder. > > There also is a lot to be said for giving praise for appropriate behavior. > I remember hearing Lucy Calkins make a big deal saying very loudly - Wow! > I > really love what you are doing! Does everyone see how __________ is > ____________ (task). > > As another form of support, I post a "I am an Expert at" Board - using > post-its. If a student shows good abilitiy to grab the concept of using > post-its > during reading - I will make them a Post-It expert - so other students go > to > him / her with questions of this concept. > > I have found that conferencing should be done within earshot of other > students. Many like to "listen in" and pick up ideas that they otherwise > would > have missed. They also get to closely see the dynamics of the > interactions so > that they may apply it to their own meeting. Although the background > noise > can be distracting, with some direct focus on the person you are speaking > to, > it works. > > Although I may be within earshot, the majority of the students are in > front > of me so that I can quickly look over the classroom to insure that they > are > on task. There have been times, to get the message across, that I have > asked a > student who is "eves dropping" my conversation to walk over to a group that > is off task and remind them to refocus. This solidifies the importance > that I > place on my conference. > > Lastly, make sure they have options. It is possible that they could get > everything done that you had expected during that time frame. Post a list > of > "Options" on the board - independent reading, going online to a specific > website, etc. to eliminate excuses. > > Good luck! > > Kristine > > > > I do drop in on students because then my body is in different places in the > classroom not just in one. Often, if a table group is not as focused as it > should be I conference with someone at that table. Also, I like the idea > that > others may eavesdrop on the teaching point. > This year I have 5 students out of 20 who have a hard time reading the > whole > 40 minutes of independent reading time. I teach 3rd grade. I let them > move > to the floor and read stretched out if they want to. I also, visit them > in > between guided reading groups or conferences and remind them that they can > write their thoughts and ideas in their reader's notebook, then continue > reading. I have also had one sit near the guided reading table while I am > with a > group. I do check their book boxes to make sure there are books at their > independent and instructional level so they can be reading. The students > change > books in their book boxes about once a week (or every other week if they > have 2-3 chapter books). After guided reading, those books go into their > book > boxes too. > Jan > We must view young people not as empty bottles to be filled, but as > candles > to be lit. > -Robert Shaffer > ----- Original Message ----- > From: elisa kifer<mailto:[EMAIL PROTECTED]> > To: Mosaic: A Reading Comprehension Strategies Email > Group<mailto:mosaic@literacyworkshop.org> > Sent: Sunday, September 21, 2008 7:12 AM > Subject: Re: [MOSAIC] conferring with students > > > I know that in several workshops, I have heard that you "drop-in" on the > student, but I too was having the same problem you are having. My reading > table is behind the students' desks, so I can see whatever is happening. > I > just sit back there and quietly call the student's name I need to to > confer > with. He/she comes to me at the reading table. I have found that this is > less distracting, b/c students are use to hearing a mumble at the reading > table, since that is where i do my greading groups. > > On Sat, Sep 20, 2008 at 10:03 PM, <[EMAIL PROTECTED]<mailto:[EMAIL > PROTECTED]>> > wrote: > > > I'd like to hear from middle school teachers. > > > > When you confer with students, either individually or in small groups, > how > > do you get the rest of the class to continue working? > > > > It seems to me that as soon as I start to talk with another student, > > everyone else thinks, "She's not paying attention to me. I can talk to > my > > friend now." Or they think, "She's not paying attention to me, and I > WANT > > her to!" > > Thanks! > > Jan > > > > > > _______________________________________________ > > Mosaic mailing list > > Mosaic@literacyworkshop.org<mailto:Mosaic@literacyworkshop.org> > > To unsubscribe or modify your membership please go to > > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org< > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>. > > > > Search the MOSAIC archives at > http://snipurl.com/MosaicArchive<http://snipurl.com/MosaicArchive>. > > > > > > > -- > Elisa M. Kifer > Third Grade Literacy Teacher > Fox Meadow Elementary > > > "Love of reading and writing is not taught, it is created. > Love of reading and writing is not required, it is inspired. > Love of reading and writing is not demanded, it is exemplified. > Love of reading and writing, is not exacted, it is quickened. > Love of reading and writing is not solicited, it is activated." > -Russell Stauffer, 1980 > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org<mailto:Mosaic@literacyworkshop.org> > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > <http:/ > /literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>. > > Search the MOSAIC archives at > http://snipurl.com/MosaicArchive<http://snipurl.com/MosaicArchive>. > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > > **************Looking for simple solutions to your real-life financial > challenges? Check out WalletPop for the latest news and information, tips > and > calculators. (http://www.walletpop.com/?NCID=emlcntuswall00000001) > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Elisa M. Kifer Third Grade Literacy Teacher Fox Meadow Elementary "Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated." -Russell Stauffer, 1980 _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
