Writing Conferences

According to the Kentucky Department of Education, effective writing conferences happen early and often in the writing process, beginning in the prewriting stage. 

Writing conferences should zero in on one or two areas of need rather than the whole writing piece. 

These conferences can be, but do not have to be one-on-one, they can also occur in a small group.

"Writing conferences do not have to be time-consuming, planned events that occur only after a student has written a draft. Conferences that directly improve writing often occur spontaneously and last less than one minute." (Kentucky Educational Television, 2000). 

Peer conferences are ways for students to learn off of each other, while praising each other at the same time. 

• While viewing the We are Teachers blog, I discovered neon revision. Neon revision is just what you see in this picture. The teacher gives students 3 highlighters and encourages them to look at the sentence starters (looking for differentiation), use of adjectives, and use of verbs. This could also be used to check for alliteration, use of expression, etc. 

• Proofreading spectacles make peer editing engaging for students. I found this while looking at the We are Teachers blog. This helps students feel motivated to work with their peers in editing and revising their writing. 

"Teaching writing must become more like coaching a sport and less like presenting information. You have to do more than call out the errors."

                                             ~Lucy Calkins (Klein, 2011)

Resources:

Blog - WeAreTeachers. (2015). Retrieved June 24, 2015, from http://www.weareteachers.com/blogs/post/2014/10/07/5-peer-conferencing-strategies-that-actually-work 
How to Improve the Quality of Writing Conferences. (n.d.). Retrieved June 24, 2015, from http://www.ket.org/education/guides/pd/writingconferences.pdf

Klein, S. (n.d.). The Inspired Writer blog. Writing, learning, and living with the Common Core Standards. Retrieved June 24, 2015, from http://writestepswriting.com/Blog/tabid/241/EntryId/6/3-Secrets-to-Great-Conferences-with-Young-Writers.aspx

How do students and teachers use digital tools in literacy instruction in K-4 classrooms?

Teachers and students extend traditional literacy experiences with comprehension of information on the internet; effective use of search engines to locate information; evaluation of internet sources; communication using e-mail, texts, and chats; and the use of word processing programs (International Society for Technology in Education, 2007).

Digitally literate people are those who “can use technology strategically to find and evaluate information, connect and collaborate with others, produce and share original content, and use the internet and technology tools to achieve many academic, professional, and personal goals.” (Crowley, 2014).

-- One of my favorite ways to integrate digital literacy in the classroom is through digital texts.

• Actively Learn is a great website where teachers can upload or choose texts to use with their students. Teachers can create text boxes, include media, embed side notes and visuals, define unknown vocabulary, and ask comprehension questions throughout the text. 

- Here is a video that talks about how Actively Learn works; showing all of its helpful components. 
https://www.youtube.com/watch?v=mZ84_WM4jT8

- Here is an example of a text that I have recreated on Actively Learn. The Three Little Pigs

• It is also possible to write or rewrite a digital text using Microsoft PowerPoint or Microsoft Word. The same things can be embedded such as text boxes, visuals, questions, definitions, etc.

The use of digital text introduces a host of possibilities for strengthening literacy instruction and supporting struggling readers in the challenging task of reading for understanding in multiple genres, and for diverse purposes (Strangman & Dalton, 2005). 

Now, I ask you, in what ways can you see yourself using digital texts in your classroom?

Resources:
Barone, D., & Wright, T. (n.d.). Literacy Instruction with Digital and Media Technologies. Retrieved June 23, 2015, from http://www.readingrockets.org/article/literacy-instruction-digital-and-media-technologies
Crowley, B. (2015). What Digital Literacy Looks Like in a Classroom. Retrieved June 23, 2015, from http://www.edweek.org/tm/articles/2014/10/29/ctq_crowley_digitalliteracy.html
Stachowiak, J., & Hollingworth, L. (2013). Technology Toolbox for the K-12 Literacy Teacher. Retrieved June 23, 2015, from http://myweb.uiowa.edu/hollingw/index_files/viewcomplimentarytitle.pdf

Guided Reading

Guided reading is small group, teacher led instruction. According to Pat Cunningham, Cheryl Sigmon, and Dottie Hall, (Guided Reading, Literature Circles, and Reading Workshop) in guided reading, teachers pull students into small groups and choose material for them to read with a specific purpose or focus. By pulling the children into a small group, the teacher and students are able to look closer at strategies and texts. While certain students are with the teacher in a small group, the rest of the students are in learning centers around the room.

When teaching a guided reading lesson, it is important to make sure all students are engaged in the task they are working on, and the classroom is managed. Jenna, a 5th grade teacher, reflects on her classroom management during guided reading:
Classroom Management

Jenna is very explicit with her students. She talks about how she models how guided reading and independent work should look before actually engaging in it with her students. 

In an article by Miriam Bissu,  Management Tips for Guided Reading Groups, she gives explicit tips for how to keep your classroom managed when conducting a guided reading lesson. A big tip is to keep instructions explicit, so students know exactly what is expected of them and the rest of the group.

Now, I ask you:

Would you prefer to have your students choose which learning center to go to, or would you rather move them in a more timed, carousel effect?

Resources:
 Bissu, M. (n.d.). Teachers Network: Teach Early Childhood Literacy: More Management Tips for Guided Teachers Network: Teach Early Childhood Literacy: More Management Tips for Guided Reading Groups. Retrieved June 19, 2015, from http://teachersnetwork.org/ntol/howto/childlit/moremanage.htm

 Guided Reading, Literature Circles, and Reading Workshop. (2006, April 1). Retrieved June 19, 2015, from http://circle.adventist.org/files/jae/en/jae200668041005.pdf

   Guided Reading with Jenna: Classroom Management. (n.d.). Retrieved June 19, 2015, from https://www.teachingchannel.org/videos/classroom-management-guided-reading