After reading the two chapters I found that most of the information were strategies that pointed me in directions that I can use in my classroom.. One is how to have relaxed conversations with students during conferencing. One quote that really stuck out to me was "If we identify the conditions that enables them to learn how to participate in various conversations, we can then make sure those conditions exist in our classrooms" (p.82). If I focus on having relaxed conversations with students instead of trying to tackle their writing so quickly I believe my writing conferences will be a lot better and students will share more. I also thought going out to the classroom to confer was really great idea. I always visioned conferencing at a quiet table in the back of the room away from everyone else and sitting down and talking to one child for a good 5 mins or so. However, I believe for my students going around the classroom and doing quick check- ins with students will work best. My students are really busy and they are not overly excited about writing. Therefore, I think conferencing with them a little quicker and stopping by their desks will be a great way for us to connect and I can get a good sense of how they are feeling about their writing.

Some of the conversational strategies that Anderson mentions have squared my thinking and I currently use with my students. For example, redirection and show and describe are some that utilize regularly with their writing. However, I like some other strategies that are mentioned that I believe I will try with my students. For example, providing suggestive options for students who sometimes struggle with discussing their work. I also like amplification strategy of pointing out what students are doing well with in their work. I believe this will give them confidence in their writing and encourage them to try different techniques.

I realize that I also need to expose my students to more mentor text. I've never thought about allowing my students to have writing mentors. I really love the strategies on pages 130-131 to start building a collection of mentor texts. Strategies that I believe can work well in my room are: involving kids in finding great texts (this will help involve student interest) and asking the media specialist for support. Luckily we have a wonderful media specialist  who is always willing to help and I think she will be a great resource.

This book has been really helpful in that I learned how to help my students become better writers. Some of them are still struggling with enjoying writing but I know it's a process that with time they will progress and learn to enjoy it more if I continue to support them and provide them with the resources they need.