As I reflect on the writing conference, I realize that I have two parts to mine: Research and Teach. I figure out what is the writer doing and what can I teach this writer.
While researching, the teacher is noticing these strengths about the writing:
This writer knows to stay on topic (several things she is thankful for…), writer writes about her life, real story about her life, has an ending that sums it up, writer made a plan for her writing,
Focuses on small moment (not bed to bed story), tells some details,
Has some mistakes that don’t interfere meaning
Some complex sentences
The teacher found and mentioned several strengths of the writing, then focused a teaching point. The teacher decided to work on inserting one word or a sentence when rereading with this student. When this writer read the piece to the teacher, she paused and needed a strategy for adding to the writing. The student quickly understood the concept of pushing in a word (the editor’s mark is called an insert). The action the teacher showed the child is pushing a word into the sentence. This was not the only skill that could have been taught, it was simply something that this writer seemed to ready for next. The teacher used her own writing journal to show examples of where the teacher had inserted words into writing. She showed the writer three different places where this helped her as a writer. The student then tried it in her own writing.