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Writing to Learn…. Nicole Ciuca Southern Nevada Writing Project June 28, 2012. My Background. 3 rd grade teacher – Public School 4 th grade teacher – Private School – The Alexander Dawson School at Rainbow Mountain Teacher of reading, writing, word - PowerPoint PPT Presentation
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Writing to Learn…
Nicole Ciuca Southern Nevada Writing ProjectJune 28, 2012
3rd grade teacher – Public School 4th grade teacher – Private School – The Alexander Dawson School at Rainbow Mountain Teacher of reading, writing, word study, math, social studies, and technology
My Background
1 Brain, 2 Brains, Share Brains 1 Brain – Write and reflect in your journal for a 2-3 Minutes 2 Brains – Share with 1 colleague
for 3-4 minutes Share Brains – Whole group share
Sharing Protocol
Please respond to the following question…
What does “Learning to Write” mean
to you?
Journal Time
The writing process 6 traits Writing genres
Possibilities
Please respond to the following quote…
“Writing is not, nor should be, the concern of English teachers alone.”– Shadiow, 1981
Agree or Disagree
Please answer the following questions…
What subjects do you teach?
What other school subjects can you name?
Journal Time
Reading Writing Math Social Studies Science Foreign Language Art Music Drama Physical Education/Health Technology
Possibilities
Please respond to the following question…
What does “Writing to Learn” mean to
you?
Journal Time
?Possibilities
How can teachers, including myself, effectively
implement engaging and meaningful writing
instruction within content area subjects?
The Dilemma
Content area teachers should not OR don’t have to teach students writing.
Elementary teachers do not see themselves as content area teachers. “I teach Biology not English.”
Possible Assumptions
Content area teachers have so much
to cover, there is no way to fit writing into the schedule.
There will be more work to assess and grade.
The relationship to curriculum and Common Core Standards.
Concerns
Who? Teachers of all grade levels and subject areas
What? CONTENT AREA WRITINGWhen? During “core” subject
teaching time (social studies, science, etc.)
Why? Endless possibilities and benefits
Does This Apply To Me?
YES…
Writing-to-Learn
Possible Solution?
Writing-to-learn activities are short, informal writing tasks
that help students think through key concepts or ideas presented in a content area.
Writing to Learn
Short Spontaneous Exploratory Personal Informal Unfinished, unedited, ungraded Can grow into a formal piece
Writing to Learn
Langer and Applebee – 1987 Content area writing can assist learning in 3 ways, students will: gain relevant knowledge and experience in preparing for new activities consolidate and review what has
been learned reformulate and extend ideas andexperiences
Research Supports
Substantial Planned Conventional Audience-centered Drafted Edited Published Assessable
Public Writing - Formal
Writing-to-learn allows students to: identify thinking processes and
write to support their thoughts
write to show they understand content concepts
reflect on their own learning
Support Not Replace
Pre-learning During learning Post-learning
WTL - 3 Ways
GETTING READY TO LEARN Gain relevant knowledge and experience in preparing for new activities
Looping
Let’s Try It! Pre-Learning
Looping Example – Ancient WorldMummies are people that are not alive anymore. People in
ancient cultures made mummies out of people out of
respect. They would take out the organs, dry the body, and wrap it up.
Mummies are people that are not alive anymore, they are dead. People in ancient cultures would treat the bodies for a long time which is how they get mummified. They would make the people into mummies out of respect. They would take out the different organs of the body like the stomach, lungs, and heart. I think they would take them out through the nose. One they did that, they would let the body sit to dry it out, then they would wrap it up in pieces of cloth, almost like toilet paper to keep it safe and protected.
Let’s Try It! Pre-Learning
WRITING TO LEARN Consolidate and review what has been learned
Double Journal Entry
Let’s Try It!During Learning
Double Journal EntryExample – Ancient World
Let’s Try It!During Learning
Key Ideas ResponsesPage 7 – Archaeologists found 105 mummies within the tomb.
The ancient practice of mummification was very well used during ancient Egyptian times.
Page 9 – Some of the coffins have pictures of gods and goddesses on them.
The ancient Egyptians must have respected the gods and goddesses to put them on the coffins.
DEMONSTRATE LEARNING Reformulate and extend ideas and Experiences
Word LimitersPrécis Writing
Let’s Try It!Post- Learning
Word Limiters Example – Ancient World
Archaeologists have found hundreds of mummified bodies, preserved people who have died in ancient
Cairo, Egypt.
Let’s Try It!Post- Learning
Please respond to the following question…
How can you integrate Writing-to-learn within the content areas in your classroom?
Next Steps – Journal Time
Content Standard 4.0 - Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes.
Content Standard 5.0 - Students write a variety of texts using the writing process.
Content Standard 6.0 - Students write avariety of texts that inform, persuade, describe, evaluate, entertain, or tell a story and that are appropriate to audience and purpose.
Standards
Johnson, J., Holcombe, M., Simms, G. & Wilson, D. (1993). Writing to learn in a content area. The Clearing House, 66 (3), 155- 158.
Daniels, H., Zemelman, S. & Steineke, N. (2007). Content area writing. Portsmouth, NH: Heinemann.
References
Writing to Learn
Learn Think Write
!!Food for Thought!!