Writing to Learn in All Content Areas North Carolina Reading Association Presentation Tryphina...

Writing to Learn in All Content Areas

North Carolina Reading Association PresentationTryphina Robinson

March 2015

Session Objectives• Distinguish Learning to Write & Writing to Learn• Identify content-area strategies• Identify versatile strategies• Participate in strategies

Learning to Write vs Writing to Learn

• Handwriting• Sentence Structure • Writing Process• Text Types & Their

Characteristics• Graded Assessments

• Promotes Metacognition• Increases Retention of

Information• Ungraded Formative

Assessments• Integrated in All Content

Areas

Learning to Write Writing to Learn

MathematicsCharacterized by • Word Problems• Step-by-Step Directions• Expository Texts

• Strategy Checklist• Self-Evaluation• Double or Triple Journal Entry• Concept Definition Map• Frayer Model

ScienceCharacterized by• Expository Texts• Step-by-Step Directions• Text Features• Compare/ Contrast• Cause & Effect

• Graphic Organizers• Semantic Feature Analysis• Metaphorical Thinking• Interactive Notebooks

Social StudiesCharacterized by• Expository Texts• Biographies• Timelines• Text Features• Primary & Secondary Documents

• List-Group-Label• Reading Response Journal• Graphic Organizers

Daily Journals/ Quick Writes/ Learning Logs

• Self-Evaluation• “I Can” Statements• Essential Questions• Posing Questions• Making Connections • Cornell Notes• Stop & Jot• Alphabet Boxes

Admit/ Exit SlipsAdmit Slips- Set Tone Exit Slips- Provide Closure

Possible Elements • Summary• Connection• Explanation• Definitions• Examples & Nonexamples

Probable Passages/ Word Bank WritingSteps for this Strategy• Post Vocabulary/ Key

Terms• Discuss Definitions• Generate Paragraphs • Review Passages

after Lesson

RAFTComponents• Role• Audience• Format• Topic

• Encourages• Multiple perspectives• Creativity

Foldables• 3-D interactive graphic organizers• Encourages creativity• Great alternative to worksheets• Increases active engagement• Differing formats for differing purposes

Poetry• Acrostics• Haiku• Rap• Bio-Poem• Cinquain• Diamante

Closing Activity• Select one content area and a concept you

teach in that area

• In 5 minutes, create an example of one Writing to Learn strategy that was new to you

• Share your example with someone at your table

Wrap-UpBenefits of Writing to LearnForm deeper connections with texts & conceptsFocuses on content, not conventionsMonitors metacognitionEnhances writing skillsIntegrates writing across all content areas

Questions or Comments?

tryphinar@aol.com

Resourceshttp://www.grhsgeography.com/strategies.html

http://www.michigan.gov/documents/mde/Science_WAC_2_3_264454_7.pdf

http://www.michigan.gov/documents/mde/Writing_to_Learn_Mathematics_306722_7.pdf

http://michigan.gov/documents/mde/SSWAC_225020_7.pdf