| Description |
x, 219 pages : illustrations ; 24 cm |
| Note |
Includes index. |
| Contents |
Part One: Understanding Conferring -- Chapter 1 The Essentials of Conferring with Young Writers -- Chapter 2 The Management that Makes Conferring Possible -- Chapter 3 Creating and Using an Efficient Record-Keeping System -- Chapter 4 The Research Phase -- Chapter 5 The Decision Phase -- Chapter 6 The Teaching Point and the Link to Independent Work -- Chapter 7 Supporting Reading Development through Conferring in Writing -- Chapter 8 Writing Conferences in Early Kindergarten -- Chapter 9 Conferring with Young Artists, Mathematicians and Scientists -- Chapter 10 Conferring with English Language Learners -- Chapter 11 Strengthening Your Abilities to Confer. |
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Part Two: Conference Transcripts Introducing the Conferences: A Letter from Lucy Calkins -- Unit 1 Launching the Writing Workshop Conferences "What's the Story in This Picture, Nicholas?" Teach a child to represent a story or an idea in his pictures and print. "What's Happening in Your Piece?" Teach a child to decide whether his detailed picture will tell a lot about his subject or tell a story about one time, and then help him record this information on the page. "Writers Share Community Supplies." Teach some children that writers share markers during writing workshop. -- Unit 2 Small Moments: Personal Narrative Writing Conferences "Can I Show You How to Write What Happened, First, Then Next, Ford?" Teach a child to stretch his personal narrative across three pages. "Can I Show You How to Write What Happened, First, Then Next, Talia?" Teach a child to plan and begin to write a small moment story that spans several pages. "Can You Reenact That Part in a Way That Shows Me Exactly What Happened?" Teach a child to dramatize her narrative in order to recall more details. -- Unit 3 Writing for Readers: Teaching Skills and Strategies Conferences "Let Me Help You Put Some Words Down." Teach a child who is worried about writing words "wrong" to say a word and then to listen for and record sounds in that word. "Reread as You Write, Paying Attention to White Space and Spelling." Teach a child who has reread and located problems to fix her text and to continue writing, monitoring for spelling and use of white space. "What is the Most Important Part of Your story?" |
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Unit 4 The Craft of Revision Conferences "Make Sure that You Are Adding Those Words for a Reason!" Teach a child that 'slowing down' one section and 'showing not telling' are tools to be used for a specific reason. (A Strategy Lesson for Some Proficient First Graders) "Let's Look at Your Lead and Your Ending." Teach a child to reconsider her lead and her ending, and to use an exemplar text as a source of ideas for improving them. "Are You Doing Revision Work that Makes Important Changes?" Teach a child to mentally reenact her vignette in order to add significant details. "Are ALL of Your Words Important to Your Story?" Teach the child to not only add on but also to subtract in order to develop his main idea. -- Unit 5 Authors as Mentors Conferences "What Is the Most Important Part of Your Story?" Teach a child who has written a long many-moment story to focus on the most important part; then, teach the child to elaborate on the important part and plan what she will write. "But How Did You Feel in Your Story?" Teach a child to emulate an author and show feelings. "Are You Sure You Are Done Writing?" Teach a child to ask a reader for imput; then teach the child to revise for clarity and power. "Can We Study What This Author Did and Let Her Teach Us Some Lessons?" Teach a child to look to authors to learn the power of adding precise details "Are You Stuck?" Teach a child who is stymied because she is looking for the "perfect" solution to generate and to test out a range of options. -- Unit 6 Nonfiction Writing: Procedures and Reports Conferences "Can I Show You How Writers Find Ideas?" Teach a child to use a partner to help generate a list of possible topics. "What Are You Teaching Your Readers?" Teach a child that writers of how-to books draw pictures that match their writing and teach their readers something about their subject. "Which Part Goes Where?" |
| Summary |
"In an effective writing workshop, young children grow in leaps and bounds, and within just a few months, the changes in their written products can dazzle you. And after thirty years of studying her students' growth in the writing workshop, Lucy Calkins knows one of the most powerful ways to support good writers: clear, purposeful writing conferences." "In One to One Calkins and her colleagues Amanda Hartman and Zoe White show you the practices and principles that create effective conferences. They dispel the myth that master teachers have a magic touch and show you that effective teachers do not reinvent the conference with each student, but rather use predictable, principled interactions that follow a few simple frameworks."--Jacket. |
| Subject |
English language -- Composition and exercises -- Study and teaching (Primary) -- United States.
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Creative writing (Primary education) -- United States.
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Forums (Discussion and debate) -- United States.
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Creative writing (Primary education) (OCoLC)fst00882517
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English language -- Composition and exercises -- Study and teaching (Primary)
(OCoLC)fst00911042
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Forums (Discussion and debate) (OCoLC)fst00933115
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United States. (OCoLC)fst01204155
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| Added Author |
Hartman, Amanda.
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White, Zoë.
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| Other Form: |
Online version: Calkins, Lucy McCormick. One to one. Portsmouth, NH : Heinemann, ©2005 (OCoLC)622258495 |
| ISBN |
0325007888 (pbk. ; alk. paper) |
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9780325007885 (pbk. ; alk. paper) |
| Standard No. |
9780325007885 |
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