We are excited to start a new blog series this month with Stenhouse author (A Place for Wonder with Georgia Heard) and first-grade teacher Jen McDonough. Jen will share stories and strategies from her classroom every couple of weeks, so be sure to check back often. We’ll start off the series with some ideas for streamlining writing conferences using the 3 F’s: frequency, focus, and follow-up.
Conferring with Young Writers
It can be overwhelming at times when we sit down with kids to talk about their writing. So much to say, so many different directions we can go. One thing I know for sure is that too much teaching in a conference leads to an overwhelmed writer. As I go about working with young writers now, I try to keep what I call the “3 Fs” in mind: frequency, focus, and follow-up. These three things have streamlined my writing conferences with kids and helped make them more successful. So, what are the “3 Fs”?
I am constantly trying to come up with ways to make sure I meet with my young writers more frequently. What I have found is that in order for me to do so, I have to make sure certain things are in place during writing workshop. Management has to be in place. The kids need to know what is expected of them during writing time. We create a class expectations chart together at the beginning of the year and leave it up all year long as a reference for anyone who might be off task. When the kids are on task, I can get working with small groups or individual students.
The classroom also has to be organized. The materials the children will need to get writing work done need to be organized and accessible. I want to spend my time working with writers, not helping kids find a new pencil if one breaks. Keeping conferences short and on point also helps me see more kids, which leads me to the second F.
It is important, when meeting with young writers, not to overwhelm them with too many suggestions about how to improve their writing. Teaching too many strategies at once can leave a child struggling to do any of them independently once I walk away. One way I focus my conferences is to think about the qualities of good writing: structure, conventions, focus, voice, and elaboration. No matter what genre the writer is working on, I can always go back to these qualities to help lift the level of the writing. Instead of teaching one strategy one day and then another the next time we meet, I can help the writer set goals using one of the qualities and work on that for a bit before moving on to something else. For example, a child can set a goal for trying to elaborate more, and I can teach strategies for doing that no matter what the writer is writing about the day we meet. By staying focused on quality for a while, the conferences are more focused, move quicker, and allow the student more practice before moving on to something else.
The third F I think about when it comes to conferring is follow-up. Using the idea of frequency, I want to see writers as often as possible. When I follow up with a writer, I am always sure to compliment what is going well since our last meeting and then quickly talk about the big goal the writer has set. I ask the child to show me places in the writing where goals are being met to hold him or her accountable for what is being taught. If it is not there, I know I need to go back and reteach the strategy. If the writer is making progress, we can move on to another strategy that will help the child reach his or her writing goal. It is important to follow up and make sure that the teaching is sticking and the child is growing as a writer.
By using the “3 Fs” as overarching goals for myself as I confer with young writers, I have found that I feel more confident. The writers in my classroom know what will happen when I sit down with them and therefore feel more comfortable to discuss and work on their writing pieces.
Add comment February 19th, 2014