Engaging Writing Strategies to Support Student Learning in the Content Areas

1. Engaging Writing Strategies to Support Student Learning in the Content Areas Christian Educator’s Convention 2011 Conference:“Passing the Baton” Kathleen Kopp Teacher on Special Assignment, Citrus County Schools Author and Presenter: Maupin House Publishing koppk@citrus.k12.fl.us http://www.citrus.k12.fl.us/fre/kopp/ContentAreaWriting.htm

2. Review of CCSS ELA writing standards as they apply to science and social studies • Fabulous vocabulary writing strategies to engage students’ thinking • Quick and easy before- during- and after-learning strategies that require students to think about and respond to learning through writing Today’s Objectives

3. Complete this thought: • Writing in the content areas is like __________________________ because ____________________________________________________________________________________. Word Bank:a foot race running sprinting a dependable team mate a baton hurdles Comparisons

4. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. CCSS: The Bottom Line http://www.corestandards.org/

5. All the strategies and more presented today may be found in Everyday Content-Area Writing and Strategies for Writing in the Science (or Social Studies) Classroom (Maupin House Publishing, Inc.) • Try Everyday Content-Area Writing a la carte! • Order only the chapters you want! Writing to Support Learning: Resources

6. BEFORE/DURING LEARNING • Mine, Ours, Theirs • Frayer model • Graphic organizers from http://freeology.com/graphicorgs/ AFTER LEARNING • Student-generated cloze (story, paragraph, or sentence) Writing Strategies to Develop Vocabulary Skills

7. Mine, Ours, Theirs

8. Total confusion or opaqueness so as to be difficult to perceive or understand Before Reading: Mine, Ours, Theirs

9. Total confusion or opaqueness so as to be difficult to perceive or understand Confusion Lost In a fog Ignorant Wise old owl My dad TESOL Conference ?!?!?!?!?!?!?! Frayer Model

13. Before and During Learning Vocabulary Strategies: Graphic Organizers http://freeology.com/graphicorgs/

14. Vocabulary Cards Graphic Organizer

15. Vocabulary Word Cluster Graphic Organizer

16. Vocabulary Sketch Graphic Organizer

17. “Cognitive Dictionary” Graphic Organizer

18. Have students write sentences, paragraphs, or stories using all their vocabulary words. • Collect the students’ work. • Select the best sentences, paragraph, or story. • Type them using a word processing program. • Insert blank lines (_____________) for each vocabulary term. • Provide copies of the cloze student activity sheet and terms. • Have students complete this activity to assess their understanding of the vocabulary presented in the lesson. After Reading: Student-generated Cloze

19. Adamant • Dank • Descend • Emit • Intrusion • Obfuscation • Pent up • Throng Choose one word. Write a sentence.Insert a blank line for your word.

20. BEFORE LEARNING • PMI (Plusses, Minuses, and Interesting) DURING LEARNING • Frayer Model • Graphic Organizers from http://freeology.com/graphicorgs/ • Comprehension skills: main idea/details, compare/contrast, sequencing, cause/effect, etc. • Comprehension connections • Sticky Notes on Anchor Charts AFTER LEARNING • Concept Map Acrostic Writing Strategies to Develop Concepts and Skills

21. PMI

23. Frayer Model

24. Frayer Model

25. Main Idea and Details Graphic Organizer

26. Tree Diagram (main idea anddetails) Graphic Organizer

27. Compare/contrast Graphic Organizer

28. Triple Venn

29. 8 Events Sequencing Chart

30. “Chain of Events” Graphic Organizer

31. Cause-effect Graphic Organizer

32. Note Taker Graphic Organizer

33. Thinking Stems: • I wonder… • This makes me think about… • This reminds me of… • This relates to… • I imagine • I predict… • I remember when… “Open Mind” Making Connections Graphic Organizer

34. During Learning Strategy Sticky Notes and Anchor Charts

42. Use chart paper. Make enough charts so that no more than six students are in a group. • Write one essential term or concept vertically on each paper. • Give each group a marker. • Each student, in turn, writes one sentence related to the concept using the letter of the concept as the first word of his sentence. • Every student writes a sentence. Encourage collaboration. • Students can use notes, text, or other resources to write their facts. • Use this as a concept or topic review. • Math • Science • Social Studies • Language Arts After Learning: Concept Map Acrostic

43. Concept Map Acrostic

45. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. • 3-2-1 Summary • List three integrated writing ideas • Write two benefits to using writing in the content areas • Plan one idea you will use MONDAY! CCSS: The Bottom Line

46. Writing allows students to internalize their learning. • Writing about content helps students build needed vocabulary. • Writing about content allows students to organize the content they are learning. • Writing strategies can be done before, during, and after learning. • Writing is a great formative assessment strategy. Write Now!