Writing Conferences

Writing conferences. Well, we have done them in my 5th grade class, using the six traits, and I felt awkward and more like a poser than a teacher. I could barely remember the six traits and got so caught up in editing that it was difficult to step back. And what about the fifth grader, let's call her Matilde, who wanted to argue each point, including the fact that her rough draft was in bullet points rather than any form of sentence? That was a whole different conference.

Routman discusses reading conferences, and relaxed ones at that. Now this sounds more like fun! A relaxed atmosphere, interest and goal setting, along with one on one time with a student. I love the idea, now where to find the time?

In my classroom we have half an hour for morning work/AR tests/Advanced Math quizes/catch-up and homework. This is because 7 kids come in half an hour late becuase of band. This would be a great time for reading conferences, and I hope that my MT will approve using my time for this.

The questions that I am most interested in are "What made you choose this particular book, and Tell me what you remember about what you just read." I would love to have 5-7 minutes with each child to understand more about them, check that they are reading at an appropriate and meaningful level, and check their reading for understanding. This would also help with the bonding she spoke of earlier in the book.

Week three ... on Fox

Based on my experience, and on Fox chapter Three; my feelings about invented spelling are mixed at best. It's almost a nature vs. nurture arguement.



My fourteen year old can't spell her way out of a paper bag. It mostly does not hinder her, she is creative and funny, has found her voice and writes circles around her parents. All spelled peculiarly until spell check has done it's magic. She learned all the words for the tests; then promptly released them back into the universe. She loves to read.



My ten year old is ready for the nation championship spelling bee.... almost. He gets spelling, it is easy for him. He learns the two words that he didn't already innately know each week and then makes them part of his written knowledge. His stories are not as long, as creative or as detailed as others; he writes to fulfill the assignment, for the most part. He also loves to read.



My youngest.... we will see. At first grade they are just starting spelling tests; and use primarily invented spelling. But at home he wants it spelled right; he asks for the right letters and is impatient with the "just sound out how you think it would work and move on" philosophy. Plus there are a bunch of us now with the knowledge of how to spell it, and he figures that if we are not willing to help him out we are just mean mean mean.



In Fox, chapter three, it states that children move through unconventional spelling as they learn to put beginning, middle and ending sounds together; and that their unconventional spelling gives the teacher necessary clues as to how far along this student is towards becoming a good reader. I had initially thought that my eldest was allowed to use invented spelling for too long; and that was why she couldnt spell. Through time, and some intense literacy homework, i see that the same practices were used for both children and one flourished and the other did not. She doesn't see spelling; she sees a picture of what the word means, and can't wait to attach more words to it; like so many baby elephants linking trunks and tails.

Is it just different skill sets? Genes? They actually had the SAME teachers. Nature vs Nurture, I think that has some sway, and thank-goodness for spell check.