Engaging Writing Engaging Writing Strategies to Support Strategies to Support

Student Learning in the Student Learning in the Content AreasContent Areas

Christian Educator’s Convention 2011 Conference:“Passing the Baton”

Kathleen KoppTeacher on Special Assignment, Citrus County Schools

Author and Presenter: Maupin House Publishingkoppk@citrus.k12.fl.us

http://www.citrus.k12.fl.us/fre/kopp/ContentAreaWriting.htm

Today’s ObjectivesToday’s Objectives

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

Comparisons Comparisons

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

CCSS: The Bottom LineCCSS: The Bottom Line

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.

http://www.corestandards.org/

Writing to Support Learning: ResourcesWriting to Support Learning: Resources

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 Strategies to Develop Writing Strategies to Develop Vocabulary SkillsVocabulary Skills

BEFORE/DURING LEARNINGMine, Ours, TheirsFrayer modelGraphic organizers from

http://freeology.com/graphicorgs/

AFTER LEARNINGStudent-generated cloze (story,

paragraph, or sentence)

Mine, Ours, TheirsMine, Ours, Theirs

PROCLAMATIONTo prevent any more fighting with American Indians, Britain made a

proclamation. The Proclamation of 1763 said that colonists could not settle west of the Appalachian Mountains.

My Definition My Neighbor’s Definition Glossary Definition

How these definitions compare ______________________________________________________________________________________________________________________________________

OBFUSCATIONThe senator’s continuous, disorganized, and irrelevant prattle left his

fellow elected leaders in a state of obfuscation.

My Definition My Neighbor’s Definition Glossary Definition

How these definitions compare ______________________________________________________________________________________________________________________________________

Total confusion or opaqueness so as to be difficult to perceive or understand

Before Reading: Mine, Ours, TheirsBefore Reading: Mine, Ours, Theirs

Frayer ModelFrayer Model

TESOL Conference

?!?!?!?!?!?!?!

Wise old owl

My dad

Total confusion or opaqueness so as to be difficult to perceive or understand

ConfusionLostIn a fogIgnorant

Before and During Learning Vocabulary Strategies: Graphic Organizers

http://freeology.com/graphicorgs/

Vocabulary Cards Graphic OrganizerVocabulary Cards Graphic Organizer

Vocabulary Word Cluster Graphic OrganizerVocabulary Word Cluster Graphic Organizer

Vocabulary Sketch Graphic OrganizerVocabulary Sketch Graphic Organizer

““Cognitive Dictionary” Graphic OrganizerCognitive Dictionary” Graphic Organizer

After Reading: After Reading: Student-generated ClozeStudent-generated Cloze

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.

Choose one word. Choose one word. Write a sentence.Write a sentence.Insert a blank line for your word.Insert a blank line for your word.

Adamant Dank Descend Emit

Intrusion Obfuscation Pent upThrong

Writing Strategies to Develop Writing Strategies to Develop Concepts and SkillsConcepts and Skills

BEFORE LEARNINGPMI (Plusses, Minuses, and Interesting)

DURING LEARNINGFrayer ModelGraphic 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 LEARNINGConcept Map Acrostic

PMIPMI

YES ___ “Pluto should be readmitted as a planet.” NO ___

PLUSSES MINUSES INTERESTING

Frayer ModelFrayer Model

Frayer ModelFrayer Model

Main Idea Main Idea and and Details Details Graphic Graphic OrganizerOrganizer

Tree Tree Diagram Diagram (main idea (main idea and and details) details) Graphic Graphic OrganizerOrganizer

Compare/contrast Graphic Compare/contrast Graphic OrganizerOrganizer

Triple Triple VennVenn

8 Events Sequencing Chart8 Events Sequencing Chart

““Chain of Chain of Events” Events” Graphic Graphic OrganizerOrganizer

Cause-Cause-effect effect Graphic Graphic OrganizOrganizerer

Note Note Taker Taker Graphic Graphic OrganizerOrganizer

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

During Learning Strategy

Sticky Notes and Anchor Charts

After Learning: Concept Map After Learning: Concept Map AcrosticAcrostic

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

Concept Concept Map Map AcrosticAcrostic

CCSS: The Bottom LineCCSS: The Bottom Line

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 SummaryList three integrated writing ideasWrite two benefits to using writing in the

content areasPlan one idea you will use MONDAY!

Write Now!Write Now!

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.