Revision/peer conferencing

[Mary Lynn]

Well, I am changing my focus alittle for my demo. Hope that's allowed..
As I have been working with my students this past 2 weeks on writing, I have realized that understanding the concept of revision is huge-and I realize I have not been very skilled at teaching this during writers' workshop. So I would like to learn more about revision and focus my demo on that area of writing. I think that teaching revision strategies will lead to smoother, more productive peer conferences.
I teach third grade at Mamie Towles ES. This is my eighth year at Towles and I taught for 10 years prior at Sierra Vista ES.
Currently, I have 21 students, including 3 boys who are mainstreamed from the SIP program at our school. They are in my room full-time.
I also have 2 additional students who are Sped., both are Hispanic. I have 3 boys in the GATE program.
So...we have 5 spelling groups, ranging from early letter name to mid-derivational relations, and 4 reading groups ranging from guided reading levels B through T/U/V.
For Writers' Workshop this year, I have used some of my favorite picture book lessons and have integrated some new lessons from writingfix.com. I am so excited to be part of the Summer Institute and hope to renew my inspiration for writing.

[Catherine Guild]

I also struggle with revision. They just don't seem to get how to "make it better." I'll conference with them, ask questions, give suggestions and many times when they come back to conference again, they've done nothing. I dont' think it's because they're being lazy or don't care, I think they are just confused and frustrated. So, I'm looking forward to your demo becuase I've got to learn to do this in a more effective and clear way for my students.

[Amy Webber]

Interesting...I will be listening and watching with baited breath! I have tried this in my second grade class, and the students don't really give feedback to their partner. I ask myself, "Do they not want to hurt their feelings?" or "Do they not see the mistakes?" Obviously, I am missing something and I hope your demo with shed some light. Also, I am glad you teach third grade because it is hard to adjust/implement an upper grade peer conference set-up into my "little guys" classroom. I am looking forward to new ideas to teach peer conferencing.

:) Amy

[Mary Lynn]

Hi Catherine
I have experienced the same frustrations and that's why I chose this. I haven't found the magic wand for this dilemma, but I am reading some interesting ideas. I tried a few really primary activities toward the end of the year, but it was just scratching the surface. Thanks for your reply!
Catherine Guild said:

I also struggle with revision. They just don't seem to get how to "make it better." I'll conference with them, ask questions, give suggestions and many times when they come back to conference again, they've done nothing. I dont' think it's because they're being lazy or don't care, I think they are just confused and frustrated. So, I'm looking forward to your demo becuase I've got to learn to do this in a more effective and clear way for my students.

[Mary Lynn]

Hi Amy
Originally, I wanted to focus on peer conferencing, but changed my demo to revision. I think that it's important for the students to really get what revision means, before they can start helping one another with revision through peer conferencing. The more I read about the writing process and writers' workshops, the less I know!
But I hope to be able to share some interesting ideas with everyone through my demo. Thanks for the reply!
Amy Webber said:

Interesting...I will be listening and watching with baited breath! I have tried this in my second grade class, and the students don't really give feedback to their partner. I ask myself, "Do they not want to hurt their feelings?" or "Do they not see the mistakes?" Obviously, I am missing something and I hope your demo with shed some light. Also, I am glad you teach third grade because it is hard to adjust/implement an upper grade peer conference set-up into my "little guys" classroom. I am looking forward to new ideas to teach peer conferencing.

:) Amy

[Sandra Madura]

Mary,

I think ideas for ISI presentation evolve as we think through them. Every year I change mine even when I given the presentation before. The reflective thinking you do will pretty much guarantee the success of your demonstration.
I think third grade is the hardest grade level to teach revision. Eight- and nine-year-old writers are deeply rooted in the bed-to-bed story instead of focusing on one crucial moment inside the long list of sequencial events. Helping my students to find that seed story and to eliminate excess often leaves me exhausted because I'm trying to push students to work just above their zone of development. I applaud every third-grade teachers struggles to pull more developed writing from their students because when they arive in fourth-grade they have grown enough to begin the process with enough background to move smoothly into writing personal narratives.
I'm excited to talk with you at the retreat about the revision techniques you've found successful. Your presentation will show fellow teachers that third-grade is where revision teaching begins.

Sandy

[Mary Lynn]

Hi Sandy
It's interesting that you responded just now. I have stressing alittle on the demo, because I do NOT have any "best practices" for revision yet. That is what I am hoping to evolve as I read, read and read more!
I did some very primary revision strategies with my kids at the end of the school year. Basically, from the Calkins series. We discussed, and I did "mini lessons" on rereading, taking out what doesn't make sense, adding dialogue, making our story better by adding details... Nothing that really excites me that much. I am thinking that I would like to address the makeup of my class for next year in my demo. I will have 5-6 SIP kids, who are generally lower academically and many times ADHD, so the Calkins primary revision strategies would be appropriate. But I want to also address my grade level kis and my higher level kids with alittle more sophisticated revision ideas. I am halfway through The Art of Teaching Writing by Calkins-that will be the book I cite for my demo, and I have found alittle so far. I would like to reframe my question as: What are effective revision strategies for multi level learners,ranging from students with learning and emotional disabilities to gifted learners ?
I am enjoying all the reading, i just wish I felt "clearer". I will look forward to seeing you and talking with you.
Mary

Sandra Madura said:

Mary,

I think ideas for ISI presentation evolve as we think through them. Every year I change mine even when I given the presentation before. The reflective thinking you do will pretty much guarantee the success of your demonstration.
I think third grade is the hardest grade level to teach revision. Eight- and nine-year-old writers are deeply rooted in the bed-to-bed story instead of focusing on one crucial moment inside the long list of sequencial events. Helping my students to find that seed story and to eliminate excess often leaves me exhausted because I'm trying to push students to work just above their zone of development. I applaud every third-grade teachers struggles to pull more developed writing from their students because when they arive in fourth-grade they have grown enough to begin the process with enough background to move smoothly into writing personal narratives.
I'm excited to talk with you at the retreat about the revision techniques you've found successful. Your presentation will show fellow teachers that third-grade is where revision teaching begins.

Sandy