Developing a Framework for Peer Conferencing


As on the other days begin with silent reading of quality children’s literature. Remind children who are beginning a new book to enter the date, title and author on their reading list page. Ask children to watch for similes and metaphors and if they discover any to mark them lightly with a pencil and to share them in the discussion following the silent reading. Spend some time discussing the examples they find. Share some from your own reading. Encourage children to use the technique in their own writing.


Writing and Conferencing

Today instead of beginning with a mini-lesson begin with writing. Tell the children the mini-lesson will take place towards the end of the workshop. Children open their folders and continue their writing from the day before. Circulate and help children who have difficulty getting started. Speak to children you may have taken note of the night before. Ask children to work towards finishing the piece they are working on, as they will be asked to select some pieces to publish in the next couple of days. After about 20 minutes of sustained writing time ask children to proofread their work with a coloured pen.

Whole-Class Mini-lesson

Peer conferencing

1. Explain to the children that soon they will be publishing their work. In order for it to be published in the classroom it must be their best effort and be fully correct in terms of spelling and punctuation. Explain that they will spend the remainder of the writing workshop responding to each other’s writing. Together, brainstorm a framework for responding to the writing use the revision checklist already devised in a previous lesson:

2. Model the procedure with a sample of writing. Use a piece of your own writing or a piece volunteered by a child. Throughout the practice help children develop the skills of expressing appreciation for a piece of writing and also how to offer suggestions for change or improvement diplomatically. The author retains the right to reject the suggestions. Show them how to make notes of the suggestions made so that they will have a written record of the changes to be made.

3.Ask children to record the guidelines in their folder for use the next day.


Follow the same procedures as on previous days, continuing the routine. Invite children to share and fill in their names on your master sheet.


Finish up the writing session in the same manner as previous days. Remind children to make sure they have filled in their Title Tally.

Assessment Comments:

Aim: That the child will be enabled to:

Receptiveness to language

  • Observe the teacher model the language used to respond critically to a piece of writing

Competence & confidence: using language

  • Practise using the language for expressing appreciation for a piece of writing
  • Practise using the language for offering suggestions to a writer

Developing cognitive abilities through language

  • Develop a framework for responding to a piece of writing building on the one designed in Lesson 3: Revision

Emotional and imaginative development through language

  • Develop confidence and self-esteem by giving and receiving feedback on a piece of writing.