Answer to Question 1
Conferences have a predictable structure. The teacher begins by attempting to discover the student's intentions. Here, the teacher is searching for the way to match the teaching during the conference with the writer's goal for this piece of writing. Knowing the writer's goal helps the teacher decide what the writer needs to achieve the goal. The second part of the conference is assessing the writer's needs so as to decide what to teach. The third step is to teach the writer a needed strategy or skill. The teacher teaches something the student needs now, but also something that will be useful in subsequent pieces of writing. The fourth step is to create a plan with the writer. What did the writer understand the teacher to say? What will the writer do now? The teacher then makes a record of the student's plan.
Answer to Question 2
Young children observe the print in grocery stores to select their favorite brands.
Young children construct their own concepts about the functions and structure of print and then try them out by engaging in emergent forms of reading and writing.
Function and structure of aquaporin
General structure of an amino acid
Human Structure
Molecular structure of phaeomelanin (A) and eumelanin (B)
Structure of cytochrome c oxidase (complex IV)
Rosalind Franklin, shown here on holiday, used X-ray diffraction to investigate the structure of DNA